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

Szilágyi Anikó- BGF

Research How does one-to –one help? Professional development

Szilágyi Anikó- BGF

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

Research

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Languages learnt at secondary school (n=185)

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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

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Students taking one-to-one lessons

Students learning with private language teachers (1st year n=362)

81%

19%

yes=293

no=70

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Other subjects (n= 185)

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Advantages of one-to one lessons (n=155) Total comments:261

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Disadvantages of one-to one lessons (n=155) Total comments:167

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Student expectations-one-to one teachers

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Decision-making

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How does one-to-one teaching help?

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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

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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

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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

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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.)

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In what form would you learn a new language?

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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

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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

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Who are the one-to- one teachers?

Qualified teachers ( language schools, second job, freelancers)

Students

?????

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Should language teachers be trained to teach one-to-one?

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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?)

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What should be taught?

Reflectivity Methodology How to transfer teaching techniques and

ideas fom group to one-to-one teaching

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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

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‘…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

Thank you for your attention.

szilagyi.aniko@gmail.com

Szilágyi Anikó- BGF