Adult language learners often face unique challenges that can sometimes impede their progress. These challenges are not about individual limitations, but rather patterns and behaviors that are commonly observed from an instructor’s perspective. Understanding these issues can help learners become more aware of their own journey and approach language acquisition with greater clarity. In this two-part series, we delve into some of the most common problems faced by adult learners. From both sides of the "learner-instructor" relationship.

Missed Part 1? Read it here.

From the Perspective of: Learner → Instructor

Problem 1: Many Instructors Have a Tendency to Treat Adult Learners Like Children

Oh, the classic: You walk into an adult language class, ready to show what you've got, and suddenly, it feels like you’ve been transported back to kindergarten. We get it. Adults have brains that work a bit differently than kids. So, why are we still stuck with worksheets and exercises designed for younger learners? Let’s remember that adults bring real-world experience and cognitive maturity to the table. So, let’s ditch the finger paints, shall we?

Problem 2: Many Instructors Are Too Attached to Language Levels

The CEFR framework is like that well-intentioned but ultimately restrictive rulebook we all want to throw out the window. For adults, especially those using English in their jobs, CEFR doesn’t cut it. It doesn’t allow for the messy, flexible needs of real-world language use. Just because you've “mastered” a level doesn’t mean you're speaking the language the way you need to. Check out why we don’t exclusively use CEFR levels here.

Problem 3: Many Instructors Suffer from “I Am the Language God” Syndrome

Let’s just say it: Some language instructors can be a little… well, too confident (to put it nicely). The ones who act like they’re the be-all and end-all of language, ruling over grammar with an iron fist. But here’s the thing: Language isn’t a dictatorship. It’s flexible, contextual, and often messy. It’s time for instructors to step down from their ivory towers and remember that communication is about understanding—not just ticking boxes.

Problem 4: Native-Speaking Instructors Missing “Foreign Language Empathy”

Look, not every native speaker makes a great language teacher. Why? Because many of them have never actually had to learn a foreign language in the way their students have. Sure, you studied Spanish in high school (for two weeks), but did you really feel the pain of language learning? It’s not about being nice—it’s about understanding where your learners are coming from. Empathy in language teaching means knowing the struggle because you’ve been there. Without it, the connection isn’t really there.

Problem 5: Context Misalignment—When Instructors Have Never Worked Outside the Classroom

Here’s where it gets a little heated: Not every instructor teaching “Business English” actually understands real-world workplace communication. Many have never worked a 9-to-5 job outside of teaching—and it shows.

Now, let’s be clear: This doesn’t mean they’re unqualified. Formal instructor qualifications, whether degrees or certifications, don’t typically require real-world corporate experience. Being a trained language teacher is one thing; understanding the daily realities of professional life is another.

The difference? Hands-on experience. Workplace culture, industry-specific communication, and the unspoken rules of professional interactions aren’t things you can fully grasp from a textbook or a training program. They have to be lived. So, even with the best credentials, many instructors may struggle to bridge the gap between textbook “Business English” and the way professionals actually communicate on the job.

As any working professional knows, the workplace is about much more than just formal language. It’s about knowing when to be polished, when to be casual, and when not to treat your boss like a best friend. It’s a tricky balance—and for many adult learners, it’s not always clear where the lines are.

Note from Michelle: Many of these instructors also seem to deal with some sort of impostor syndrome and will initiate unnecessary grammar vs. communication wars online. Do not engage. Read more about this fake war and what to do instead here.

So... What To Do?

We’ve laid out a few of the most frustrating problems in adult language learning from both sides. And here’s the thing: We’re not pretending to have all the answers. Learning is messy, unpredictable, and always evolving. As life changes—whether it’s a new job, a new city, or a new family situation—the goals of language learning also shift. It’s about finding what works for you, not fitting into a one-size-fits-all mold.

Think we missed anything? Got other “problems” to add to the list? Let us know what you think!

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Credit: Photo by Ling App on Unsplash