No, I Don’t Correct Every Single English Mistake psychologists Make. Here’s Why.

Speaking accurately and precisely is crucial for psychologists working in English. So why don’t I correct each mistake I hear? And which ones do I choose to correct?

As a trained Humanistic psychotherapist, I understand the importance of using accurate, nuanced and intentional language in therapy sessions. Of course, mental health professionals want to build trust in their patients and transmit their expertise. Using language correctly is a big part of that.

But as a language teacher, there’s something I want to confess…

I don’t correct every single mistake my therapist students make.

Before you gasp or raise your eyebrows, let me explain. It’s not that I ignore mistakes. Far from it! It’s that my approach to correction is strategic and carefully considered.

Why don’t I correct all the mistakes I hear?

The main reason I’m careful about correcting mistakes is because over the years I’ve witnessed the negative impact it can have on fluency. Speaking English fluently and accurately is a very delicate balance. Imagine you’re participating in a role-playing activity with your teacher. You’re responding to them as a therapist would, empathetically attuning to them and crafting meaningful interventions. But every thirty seconds, your teacher interrupts you.

How would that make you feel? Or, even worse, how would that impact your work as a therapist outside the classroom?

In my experience, many students who struggle with fluency and confidence are hyperaware of every single word they use. They are constantly wondering if they are using language correctly, which makes them hesitate, get blocked, or visibly anxious.

This is something I want to avoid as much as possible.

Secondly, I aim to encourage independent learning. I like to pause before I correct my students because it allows them to identify and correct their own mistakes (we teachers call this self-correcting). It also allows them to take risks with language in the classroom, trying out new words and expressions, which leads to a wider range of vocabulary.

Thirdly, I don’t want to confuse or overwhelm students. If, for example, we decided to dedicate a class to conditional forms and how they are used in therapy, I’m going to correct those grammar structures. If I hear someone say “make a favour” instead of “do a favour” during that specific class, I might decide not to correct it, so that we don’t go off-topic. It's about balancing correction with the overall lesson objectives.

Finally, making minor mistakes (also known as slips) is a normal part of communication. Native speakers of English make mistakes all the time. Don’t believe me?  Check out this article.

Making mistakes is inevitable, but what I’m interested in is the story we tell ourselves when we speak incorrectly.

When we make mistakes in our own language, we often attribute it to an external factor. For example, we might say the word is particularly confusing, or that it’s been a long day and we’re tired. But it doesn’t make us doubt our language skills.

However, when we make a mistake in a language we’re learning, we immediately assume it’s because of our language level. Maybe it is, but it’s also highly probable it might simply be a result of fatigue or distraction, and that's absolutely OK.

So, as you can see, I’m not too concerned about students making occasional mistakes. What I do focus on is the type of mistake they make.

What kind of mistakes do I correct?

Firstly, if a student repeatedly makes the same mistake, I'll step in to correct it. It’s usually a sign that these repetitive errors have become ingrained habits (fossilized). Because they appear again and again, they may distract your patients during sessions, or even cause a negative impression.

I also correct mistakes that change the meaning of what a person is saying. For example, using false friends can lead to confusion in a therapy session.

I recently learned that aprensivo in Spanish means that someone is afraid they might catch an illness or feel very uncomfortable at the sight of blood. In English, apprehensive is more about feeling worried about something that may or may not happen in the future. It doesn’t have anything to do with the body. Better translations for the Spanish word could be to feel squeamish or even to be a little bit of a hypochondriac.

To conclude, I fully understand the desire mental health professionals have to speak 100% accurately. However, I don’t think that’s a realistic expectation. What’s more, slowly learning to view mistakes with compassion and understanding instead of guilt and shame makes us learn from them faster.

In the end, the priority should be to speak in a fluent, spontaneous and mindful way, responding very intentionally to what the patient is saying, and prioritizing their wellbeing.  Yes, even if sometimes, you make a little misstayke.

Want to get weekly language tips for mental health professionals in your inbox? Just click here. I’ve even thrown in a free guide on the most useful phrases for a first therapy session too. Enjoy!