A Foreign Language as an Investment in Yourself: Teacher and Polyglot Roman Krachko on the Future of Education, Artificial Intelligence, and a New Learning Culture  

21st Aug 2026
In an era when artificial intelligence can translate a text or hold a conversation in a foreign language within seconds, the question is becoming increasingly relevant: does human teaching still hold value? Why do some people manage to learn a language in just a few months, while others spend years struggling to overcome the language barrier?  We discussed these questions with foreign language teacher and polyglot Roman Krachko, who has been teaching English, Spanish, and Chinese to both children and adults for more than seven years. His original programs, communicative approach, personalized attention to each student, and constant search for new educational solutions enable his students to achieve results that until recently seemed unattainable. — Roman, you currently teach three foreign languages. How did this journey begin? Can you say that becoming a teacher was your childhood dream? — Actually, it happened quite unexpectedly. I didn’t enter the profession with a carefully planned career path; it was largely a matter of circumstance. During the pandemic, I started teaching English privately, and that was when I realized how much I enjoyed not only knowing a language myself but also helping other people learn it. Gradually, teaching stopped being a temporary occupation and turned into a full-fledged profession. At the same time, I continued learning new languages, improving my own skills, working with mentors, developing my pronunciation, and constantly looking for more effective teaching methods. Like many teachers, I started out with just a small number of students and fairly modest lesson fees, but step by step I was able to reach a completely different level professionally. — In addition to English, you have learned Spanish and Chinese. What was the most challenging part of that journey, and why did you decide not to stop at just one language? — Every new language represents a different way of thinking, so it is quite difficult to compare them directly. Chinese required several years of very intensive work, particularly when it came to phonetics and understanding spoken language. Spanish was structurally closer to what I was already familiar with, but it still required deep immersion and consistent practice. At the same time, I have never tried to learn a language entirely on my own. Even with extensive experience, I firmly believe that everyone can benefit from having a teacher, because a native speaker or an experienced professional can help you develop accurate pronunciation, understand natural speech, and avoid mistakes that can become extremely difficult to correct later. You simply cannot master a language from a textbook alone — you need real interaction and continuous feedback. — Today, many teachers describe their programs as “original” or “proprietary.” What does this concept mean to you personally? What makes your teaching system different? — To me, a proprietary teaching method is not just a fancy label, but first and foremost a way of organizing the learning process. During a lesson, we never focus on developing just one skill in isolation. Students often come to me after spending a long time studying at schools or with other teachers and admit that many topics had remained unclear to them. When the material is explained through practice and constant use of the language, the learning process becomes much easier. Perhaps the main principle behind my work can be summed up in one simple idea: teach people the way I would have wanted to be taught myself. That is why I try to make every lesson as clear, logical, and engaging as possible. If a student starts speaking confidently and freely, then the method is clearly working. — Many of your students achieve very high results. How do you personally assess the effectiveness of your teaching method? — I think it is always difficult for a teacher to objectively evaluate their own work. It is much more honest to look at students’ results and their feedback. For me, one of the main indicators of effectiveness is how capable and independent a student becomes in using the language: whether they can express their thoughts confidently, understand spoken language, and apply what they have learned in real-life situations. It is also important to see how the student’s own attitude toward the language changes: the fear of making mistakes gradually disappears, while confidence and the desire to speak begin to grow. When I see this kind of progress, I understand that my approach is truly working. — Your students include both children and adults. Which group do you find more interesting to work with? — Each age group requires a completely different approach. Young children need constant changes of activity, elements of play, and a high level of emotional involvement from the teacher. It is very energy-intensive work, especially when lessons take place online. Teenagers are already beginning to understand why they need the language, but they still require additional motivation. Adults, on the other hand, usually come with a very specific goal: some need to move to another country, some are preparing for an international exam, while others want to find a new job or travel more confidently. That is why the majority of my students today are older teenagers and adults. Their motivation tends to be significantly higher, which often means that they make progress faster. — Artificial intelligence is becoming increasingly involved in education. Many believe that within just a few years, AI systems will be able to replace foreign language teachers. How realistic do you think this scenario is? — I do not share this view. Of course, artificial intelligence is already capable of performing many useful tasks today: checking written texts, generating exercises, suggesting discussion topics, and helping prepare homework assignments. I regularly use AI myself as a tool that allows me to reduce the time spent preparing for lessons and make my classes even more varied. However, language learning is not just about transferring information. The emotional connection between the teacher and the student plays a huge role, as does the ability to sense a person’s mood, provide support at the right moment, explain a difficult topic in different words, and find the right way to motivate them. That is why I believe artificial intelligence will become a powerful assistant to teachers, but it will not be able to replace a human being in the near future. — Over your seven years of teaching, you have observed how the language education market has changed. Which changes do you consider the most significant? — Overall, I would not say that I have witnessed any revolutionary changes. Rather, there has been a gradual transformation in students’ needs and expectations. English remains the main tool of international communication and has not lost its relevance despite changes in the global education system. Even the restrictions related to international exams have not reduced people’s interest in learning English; they have simply started looking for new opportunities to take exams in other countries. There has, however, been a significant increase in interest in Chinese. In recent years, interest in the language has grown considerably, largely due to the expansion of economic cooperation between Russia and China. More and more people are beginning to view Chinese as a language that can open up professional opportunities, business prospects, and international career paths. — At the same time, you also teach Spanish. Why does demand for it remain lower despite its widespread use around the world? — That is an interesting observation, and one that is supported by practical experience. Although Spanish is one of the most widely spoken languages in the world, in Russia, interest in it is noticeably lower than in English and Chinese. Most people see English as an essential skill and Chinese as a promising investment in the future. Spanish, on the other hand, is more often chosen by people who are genuinely interested in the culture or are planning to move to or travel to Spanish-speaking countries. That is why I have significantly fewer Spanish students. However, this often makes the learning process particularly intentional: these students do not come to me by chance, but with a clear understanding of their goals. — Today, the tutoring market has become incredibly competitive. In your opinion, how can a teacher remain in demand? — Competition has certainly increased, especially among teachers offering standard programs at average market rates. However, I am convinced that a true professional competes primarily not on price, but on the quality of their work. When a teacher genuinely loves what they do, continues to develop professionally, analyzes their students’ results, and puts effort into every lesson, they will always be in demand. People can very quickly tell the difference between simply conducting lessons and genuinely caring about the outcome. That is why the best form of advertising remains recommendations from students and their actual achievements. A reputation in our profession is built over years, but it ultimately becomes the greatest competitive advantage. — You are a member of two professional associations for English language teachers. What does being part of such a professional community offer a modern educator? — For me, membership in professional associations is an opportunity to remain constantly connected to an expert community. A teacher cannot develop effectively if they work solely within the limits of their own experience. Communicating with colleagues and taking part in conferences, forums, and specialized webinars provides an opportunity to discover new approaches to teaching, learn about current research, and discuss practical aspects of education. Such communities create a space for exchanging ideas and adopting the best educational practices. Ultimately, all of this has an impact on the quality of education my students receive, because a teacher also needs to keep learning. — You have already built a successful private practice. Do you see yourself becoming the head of your own educational school in the future? — Yes, I do have such plans. I have always wanted my professional activities to go beyond one-on-one lessons. In the future, I am considering creating my own school where modern teaching methods, high-quality educational materials, and a team of like-minded people could be brought together. For now, I cannot say for certain whether it will be exclusively an online project or a full-fledged educational center with in-person classes. But I definitely want to create a space where people learn a language not for grades, but for real communication, new opportunities, and personal growth. — Looking ahead, which languages do you think will be in the highest demand in the coming years? — Any predictions in this area largely depend on the global political and economic situation. We have already seen how quickly interest in particular languages can change. Nevertheless, I am confident that English will retain its status as an international language of communication, science, technology, and business for a long time to come. In my opinion, Chinese will continue to strengthen its position and become even more sought after thanks to the development of international cooperation and the economy. As for Spanish, its popularity will most likely remain relatively niche in the near future. However, the main advice remains unchanged: a language should be chosen not only based on current trends, but also on your own goals, because personal motivation is what ultimately becomes the key factor in successful language learning. — What would you say to someone who has long dreamed of learning a foreign language but keeps putting it off? — The most common mistake is waiting for the perfect moment. Many people convince themselves that they will start learning a language after their vacation, after they change jobs, or in the new year. But in practice, the earlier a person starts, the sooner they see their first results. There are no people who are incapable of learning a foreign language. There are only those who have not yet found a teacher and a teaching method that can make the process clear, engaging, and natural. A language is not a goal in itself. It is an opportunity to feel more confident in the world, discover new cultures, build a career, travel, and communicate without borders. That is why every new lesson is not simply an opportunity to learn new words and grammar, but also another step toward new possibilities.