Only if they work in an organisation which uses that term. The Russian and Chinese children who went to the same school as my children had their English lessons from English teachers. The schools in our largest cities have many thousands of children of immigrant parents for whom English is a second language. They aren't taught ESL, they are taught English.And one who teaches English to people who do not speak it as their native language is an English as a Second Language, or ESL, teacher.
Sorry, but that is nonsense. There is no differentiation of meaning by stress in that way.However, as spoken, the ambiguity disappears, because the speaker has to choose between realizing English + teacher as a compound, with main stress on English, secondary stress on teacher, and the interpretation teacher of English, or as an [adjective + noun] phrase, with reduced stress on English, full stress on teacher,
Except in an appropriate context, of course: "When we have workshops here for foreign teachers, the English teachers have a much easier time than the Sri Lankan teachers, and the Yemeni teachers have the hardest time of all." "When it comes to teaching physics, Finnish teachers have an easier job than English teachers, because Finnish high school students are farther along in math than English students."In AmE, English teacher always means "person who teaches one or more of the various topics that are considered English," and that includes literature, grammar, writing, etc. This meaning is so ingrained that if we wanted to indicate that we had a teacher who is from England, we'd have to explain it by saying something along the lines of "my teacher is from England" or "my teacher is English."
As written, the expression English teacher is structurally and semantically ambiguous, since English may be a noun (the name of the English language) or an adjective (born in England). However, as spoken, the ambiguity disappears, because the speaker has to choose between realizing English + teacher as a compound, with main stress on English, secondary stress on teacher, and the interpretation teacher of English, or as an [adjective + noun] phrase, with reduced stress on English, full stress on teacher, and the interpretation England-born teacher (or maybe UK-born teacher, I'm not sure).
Having sat here for several minutes talking about English teachers of both varieties (and French teachers, and history teachers, and Englishmen with other occupations), I agree with Sibutlasi.Sorry, but that is nonsense. There is no differentiation of meaning by stress in that way.
I really cannot accept that there is any difference in stress pattern between "English teacher" (ethnicity) and "English teacher" (subject taught). Stress in a phrase like that is used for emphasis. If I heard a recording of somebody saying "He's an English teacher" with relative stress on "English" and then heard the same sentence with relative stress on "teacher" I would find it impossible to say which meant an ethnic English teacher and which meant a teacher of English. I would merely wonder why there was relative stress on one of the words. It seems I agree with ain'ttranslationfun.The stress issue is covered in many textbooks, and I think Sibutasi (post 9) gave the normal pattern. It doesn't work when there is a contrast implied (as mentioned by ain't translation fun). We say 'BLACKbird' to refer to a bird of that species, and we say 'black BIRD' to talk of a bird which is black in colour.
with main stress on English, secondary stress on teacher, and the interpretation teacher of English,
You needn't apologise, but let me inform you that what you describe as 'nonsense' concerning the structural, semantic and prosodic ambiguity of the written expression English teacher (out of context!) is something established by the best phonologists and linguists working on English, starting with Noam Chomsky and Morris Halle's The Sound Pattern of English almost fifty years ago. Since then, that very expression has become one of the favourite textbook examples used to illustrate exactly the three-way ambiguity I described, which affects a) structure (compound vs. phrase, argument vs. adjunct status of the word English), b) meaning and interpretation, as described, and c) prosody, and phonetics in general. You may not be able to appreciate it because you apparently cannot distinguish between 'normal' and 'contrastive' stress. This is not surprising, because, by placing English teacher in the contexts you chose, you are conditioning its phonetic realization (and begging the question): if you take two (adversative) coordinate clauses in which English teachers is contrasted with Scottish teachers, in one case, and with Physics teachers in the other, your respective context 'primes' one of the respective readings and automatically inhibits the other. In other words, what you have brilliantly proved is that context can disambiguate ambiguous expressions, which, of course, it was not my purpose to deny. It was pretty obvious, I think, that I was referring to the written representation of [ENGLISH TEACHER] out of context. If English teacher is used in context, say one of the contexts you suggested, a native speaker automatically chooses the appropriate stress pattern and thereby guides the hearer towards the right interpretation.Sorry, but that is nonsense. There is no differentiation of meaning by stress in that way.
"Scottish teachers are conservative, but English teachers are more liberal." Stress relates to ethnicity, not subject taught.
"Physics teachers are conservative, but English teachers are more liberal." Stress relates to subject taught, not ethnicity.
In normal conversation I would expect no difference whatsoever in the enunciation of "English teacher" as meaning ethnic English teacher and teacher of English. Those meanings depend on context, not on stress.
I mostly agree.PS, Just a detail: An ESL teacher (one who teaches English as a Second Language) works in an English-speaking country; an EFL teacher (one who teaches English as a Foreign Language) works in a non-English speaking country.