Short answer
Ask the learner how they say their name, listen carefully, repeat it back and check that you have got it right. If you are unsure later, ask again rather than continuing with a pronunciation you know may be wrong.
In S06E19, Em explains that she sometimes checks names even after she has taught somebody for a while. With new learners, she asks them to say their name as they prefer it to be said.
Try this in your next lesson
How do you say your name?
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Listen to the whole S06E19 discussion in our podcast episode guide here🔊.
That sounds obvious, but teachers can easily make assumptions from spelling or replace an unfamiliar pronunciation with a version that feels easier to them. Asking is quicker and more respectful.
Repeat the name once and let the learner correct you. If the name contains unfamiliar sounds or stress, make a private pronunciation note for yourself rather than asking the learner to keep fixing the same mistake every lesson.
Some learners may offer a nickname or a different version of their name. Use the form they prefer rather than assuming they need an English name.
If you make a mistake, correct yourself and move on. A short apology is enough. The learner should not have to manage the teacher’s embarrassment.
What if the pronunciation is difficult for the teacher?
Difficulty is not the same as impossibility. Break the name into parts, notice the stressed syllable and practise privately. The goal is a respectful best effort that improves with use.
Our suggested classroom adaptation of the episode discussion.
Gav and Em suggest: The learner-name check
- ☐ How do you say your name?
- ☐ Can I say it back to you?
- ☐ Which syllable is strongest?
- ☐ Is that right?
- ☐ Is that the name you’d like me to use in class?
If you are still unsure next lesson, ask again. Getting it right matters more than pretending you already have.
📥 Download the free teacher practice card (PDF)
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