The goals of education cannot be achieved without language. Language is actively involved in the production of qualified teachers who will teach at various levels of the educational system. Furthermore, linguistics is the area of study that is concerned with objective and empirical study of language, and phonology undoubtedly is a crucial aspect of this set up. This paper addresses the issues of phonological facilitation and interference in both teacher training and general education in sub-Saharan Africa. These phonological phenomena are critically examined as they feature in Igbo, one of the major African languages, spoken predominantly in South-Eastern Nigeria. The sound system of Igbo influences that of the English of the native Igbo speakers. Therefore, this paper recommends that the language instructor should focus on the variations in the English of the native Igbo speakers in order to achieve a near Standard English by the Igbo speakers of English.