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’

Szilágyi Anikó- BGF

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


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


Languages learnt at secondary school (n=185)


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


Students taking one-to-one lessons

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

81%

19%

yes=293

no=70


Other subjects (n= 185)


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


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


Student expectations-one-to one teachers


Decision-making


How does one-to-one teaching help?


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


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


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


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.)


In what form would you learn a new language?


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


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


Who are the one-to- one teachers?

Qualified teachers ( language schools, second job, freelancers)

Students

?????


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


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?)


What should be taught?

Reflectivity Methodology How to transfer teaching techniques and

ideas fom group to one-to-one teaching


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


‘…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


Thank you for your attention.

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groups vs. one-to-one: should language teachers be trained to teach individuals?

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