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Groups vs. One-to-One: Should language teachers be trained to teach individuals?

Groups vs. One-to-One: Should language teachers be trained to teach individuals?. Szilágyi Anikó BGF-KVIK 35th Annual Conference of the Association for Teacher Education in Europe ‘Responsibility, challenge and support in teachers’ life-long development’. Research How does one-to –one help?

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Groups vs. One-to-One: Should language teachers be trained to teach individuals?

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  1. Groups vs. One-to-One:Should language teachers be trained to teach individuals? Szilágyi Anikó BGF-KVIK 35th Annual Conference of the Association for Teacher Education in Europe ‘Responsibility, challenge and support in teachers’ life-long development’ Szilágyi Anikó- BGF

  2. Szilágyi Anikó- BGF

  3. Research • How does one-to –one help? • Professional development Szilágyi Anikó- BGF

  4. Research • First year students of BBS, College of Commerce, Catering and Tourism • Since 2006 • Two phases: 1. short questionnaire 2006-2009 2. extended questionnaire (Debrecen, Eger, Eszterházy K. BGF PSZK, Újpesti Műszaki SzKI) 2010 Szilágyi Anikó- BGF

  5. Languages learnt at secondary school (n=185) Szilágyi Anikó- BGF

  6. Language exams taken during secondary school: • 185 students - 328 language exams • Extra points are awarded for accredited language exams 480/50 in the admission process to higher education • Advantage on the labour market Szilágyi Anikó- BGF

  7. Students taking one-to-one lessons Szilágyi Anikó- BGF

  8. Other subjects (n= 185) Szilágyi Anikó- BGF

  9. Advantages of one-to one lessons (n=155) Total comments:261 Szilágyi Anikó- BGF

  10. Disadvantages of one-to one lessons (n=155) Total comments:167 Szilágyi Anikó- BGF

  11. Student expectations-one-to one teachers Szilágyi Anikó- BGF

  12. Decision-making Szilágyi Anikó- BGF

  13. How does one-to-one teaching help? Szilágyi Anikó- BGF

  14. Class teaching: based on a belief of what different learners have in common • One-to-one: focus on the individual and meet his/her learning needs, in all their diversity Szilágyi Anikó- BGF

  15. Difficulties • learning styles • concentration on both the teachers and the learners side • motivate • find the most suitable language exam • identify learning difficulties and design remedial actions • cope with personality-and age-related problems • establish a relationship based on trust • encourage the students to ask questions • select materials • throughout-going needs analysis • lesson planning Szilágyi Anikó- BGF

  16. The student as a person • Aims and ambitions • Personal interests • Hobbies and pastimes-Cinema? Computers? Reading? DVD? • Pace and speed of learning • Amount of time available for studying • Learning styles • Profession (adult students) / social status Szilágyi Anikó- BGF

  17. The student as language learner • Previous language learning experience • Frequency of encounters with the target language • Motivation • Fears and worries • Strengths and weaknesses • Learning problems ( cognitive, dyslexia, etc.) Szilágyi Anikó- BGF

  18. In what form would you learn a new language? Szilágyi Anikó- BGF

  19. Tasks of a one-to-one teacher Give the student choices Authentic communication-teaching-learning Monitor the student’s progress, communication and errors on a continuous basis Go at the student’s own pace, allow time for revision or going back to problem areas Szilágyi Anikó- BGF

  20. Constructivist basis? • Teaching is based on previous knowledge • Knowledge - through interaction • Problem-solving is part of the process • Teaching is a process - the teacher is the facilitator of this process Szilágyi Anikó- BGF

  21. Who are the one-to- one teachers? • Qualified teachers ( language schools, second job, freelancers) • Students • ????? Szilágyi Anikó- BGF

  22. Should language teachers be trained to teach one-to-one? Szilágyi Anikó- BGF

  23. Professional development What do linguistics graduates do after leaving unversity? ( traditional schools, language schools, freelance teachers- other areas) What kind of professional assistance is available? (training, refresher courses, mentoring, accredited courses, conferences and other fora?) Szilágyi Anikó- BGF

  24. What should be taught? • Reflectivity • Methodology • How to transfer teaching techniques and ideas fom group to one-to-one teaching Szilágyi Anikó- BGF

  25. Benefits • Sensitivity to and better understanding of teaching-learning problems in class • Openness • Seeing the students as individuals with specific learning needs • Focus on reflectivity Szilágyi Anikó- BGF

  26. ‘…think of one-to-one as a dance.Your student is your partner…. As dance partner, your job is to guide, but not to rush, grip too firmly, confuse or tread on your student’s mental feet. ‘ Wilberg,P. (2002), One-to-One, A Teacher’s Handbook, Thomson Szilágyi Anikó- BGF

  27. Thank you for your attention. szilagyi.aniko@gmail.com Szilágyi Anikó- BGF

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