Grammatical Errors of Non-English Teachers

Persistent grammatical inaccuracies among non-English teachers remain an underexplored issue in second language acquisition research. Despite their sustained exposure to English in professional contexts, many non-English teachers continue to demonstrate recurrent grammatical errors in both spoken and written discourse. This study addresses this gap by examining the phenomenon of grammatical fossilization the long-term stabilization of erroneous linguistic forms through the lens of Nativist Theory. Rooted in the assumption that language acquisition is guided by innate linguistic structures, Nativist Theory provides a framework for understanding how first language parameters may constrain the restructuring of second language grammar even after extended exposure and practice. Adopting an exploratory qualitative research design, the study involves 20 non-English teachers selected through purposive sampling. Data will be gathered through one-on-one semi-structured interviews and analyzed using reflexive thematic analysis to identify recurrent grammatical errors and explore the cognitive, experiential, and contextual factors influencing their persistence. The expected findings include the identification of grammatical patterns resistant to change and an understanding of how internalized linguistic systems and teaching environments contribute to fossilization. By anchoring the analysis in Nativist Theory, the study aims to extend the discussion on how innate language structures interact with second language learning processes among professionals already immersed in English use. The results are anticipated to inform language enhancement programs, teacher development initiatives, and pedagogical strategies that target deeply ingrained grammatical inaccuracies in educational settings.