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Groups vs. One-to-One: Should language teachers be trained to teach individuals? Szilágyi Anikó BGF-KVIK 35th Annual Conference of the Association for.

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Presentation on theme: "Groups vs. One-to-One: Should language teachers be trained to teach individuals? Szilágyi Anikó BGF-KVIK 35th Annual Conference of the Association for."— Presentation transcript:

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

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

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

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

6 Language exams taken during secondary school: 185 students 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. Szilágyi Anikó- BGF


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