Lit review - teaching ESL
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Florida Atlantic University *
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Course
5750
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
8
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Part One: Literature Review
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Throughout the pandemic, I was forced to leave my on-site job and became a freelancer for the first time. It was during this time that I decided to start teaching online with students who were primary looking for one-to-one classes. I spent three years teaching one-to-one online classes and continue this alongside my full-time teaching role at a school currently given the benefits of the opportunity. After working in this setting for four years, I have come to realize that one-to-one is a unique prospect for both students and educators. On both ends of the spectrum, the one-to-one learning environment allows a more natural flow of communication, a particularly important concept in the language field (Wisnieska, 2010, p.18). Teaching English One-to-One
From ancient times, one on one instruction has shown to enhance learning gains through personalized learning, a reality that cannot be obtained in a traditional classroom (Lewis, 2015, p.19). Beyond this, current research dictates that one-on-one tutoring can be more effective than classroom instruction, though a delicate balance is required to give freedom for the student to dictate needs while maintaining control over the course (Lewis, 2015, p.21). The rapid progression in learning and enhanced comfort related to communication prove invaluable when analyzing any one-to-one education opportunity (Lewis, 2015).
Personalized Attention for Language Students
Osbourne (2005) put the decline in attentiveness to words two decades ago when he touched on the reality of the modern classroom. Even in a classroom with just two students, each
student is only going to be able to receive 50% of the educator’s attention. In reality, there are few classrooms now and days that have less than 20 students, a significantly higher number of students that a singular educator must try to tailor their course towards (Osbourne, 2005, p.11). Not only this but many students often feel more uncomfortable making mistakes in a group
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setting as small errors may seem to be scrutinized by others (Wisnieska, 2010, p.3). The advantages in the one-to-one learning scenario are just that, a one to one, education to student ratio that ensures no student must share you with another (Riddell, 2003, p.233. Being able to devote 100% of the educator’s time and attention to the specialized needs of a student may be unnecessary for some. But for others, this time and devotion cannot be overstated as they are learning a language that will only enhance their lives in English-speaking areas (
Osbourne, 2005,
p.16).
The opportunity to receive high-level advice from a specialized educator with 100% attention on a single student’s requirements should surely enhance their language lessons given the devotion to their needs (
Osbourne, 2005, p.11). Immediate feedback on language performance can prove motivating for many, particularly if there is an emphasis on positive encouragement alongside criticism (Wisnieska, 2010, p.26). Research has encouraged teachers to
be selective about the errors that are corrected as one wrong answer could discourage a student from sharing in the future (Lewis, 2015, p. 160; Wisnieska, 2010, p.26). After growing up in a situation where my mistakes were consistently scrutinized, I often lead with positive reinforcement prior to criticism and have seen immense progress in various students utilizing this
technique. My grandmother, the original educator in our family, always said that more flies are caught with honey than with vinegar. I have a sign in my classroom that states just this and tailor my professional environment to this as well. Implications
Personalized attention for any student is likely to prove beneficial, but it is important to remember that this individuated attention can also be limiting. Social interactions that typically occur in traditional classrooms with peers are no longer present in one-to-one environments,
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leaving students feeling isolated from others (Osbourne, 2005, p. 18). Similarly, an educator will likely become tired working with one student for an hour, creating constant conversation and presenting material when needed (Wisnieska, 2010, p.4). When working in one-to-one situations,
taking appropriate breaks is crucial for maintaining concentration and also signals a transition in material to students (Wisnieska, 2010, p.15). I provide a snack in my one-to-one lessons, per parent approval, that allows myself and the student a moment to decompress and either socialize conversationally or simply sit in silence for a few minutes. Following the student’s lead and allowing them to make the decision based on their stimulus indicates motivation and support that
may otherwise be lost (
Osbourne, 2005, p.18)
Personalized Lesson-Planning for Language Students
Graassner and Pearson (1994) discovered that students were asking questions approximately 240 times more often in a one-to-one setting than in the traditional classroom with
other students. The freedom to openly question information presented with no fear or ridicule or competition allows students the ability to address their specific needs (Lewis, 2015, p.186)
. I had
a student who I had interacted with in-person prior to the COVID-19 pandemic who was notorious for refusing to answer questions in the classroom. In 2021, I was able to work one on one with the same student on his language skills. It took less than three full days for him to be conversational and willing to both ask questions and answer those pointed to him. As any course designer in the public schools is aware, cooperative learning styles of a traditional classroom often led to competitive learning. This distraction creates a situation in which some students work to outperform and not truly learn the material while others in the group setting shut down due to a lack of understanding (Hattie, 2009). Language learners can feel disadvantaged in a classroom full of peers who appear better in communication. The comfortability present in a one-
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to-one environment enhances the student’s strengths and allows less emphasis on the weaknesses
that can cause discomfort (Lewis, 2015, p. 22).
The appeal for many students when analyzing the opportunities for one-to-one courses is that there are literally tailored to fit the approach needed by the student (Osbourne, 2005, p.15) Students are able to consistently be monitored and their progress tracked meticulously, allowing the ability to adjust course momentum and even material needs (Wisnieska, 2010, p.21). The group setting of a traditional classroom requires educators to create a generalized plan everyone, allowing opportunity for students to become frustrated with the material being too slow or anxious due to it being too fast. In a one-to-one situation, these negative connotations are typically not present as the individual can work at their own pace and control the timing of the activities to a certain degree (Osbourne, 2005, p.15). As an educator, the ability to adjust based on an individualized need and respond with information as the student feels ready for new material is a benefit that not all students can access." (Wilberg, 1987, p. 16). For those that can though, the opportunity to balance between the student’s needs and their current knowledge base can transform the language process (
Osbourne, 2005, p.33)
Implications
An implication that I was unaware of when entering the one-to-one education scenario was the need to prepare material quickly due to the pace of the course. When catering to a group of students, the course can only progress with the slowest student’s comprehension. In a one-to-
one situation, it is only one person who has to comprehend the information before moving onto new material. Riddell (2003) and Downman (2002) suggested that at least 50% more material will be needed due to the lack of filler time spent rousing the rest of the class. The ability to cover more material is a significant benefit to this type of learning setting, but it remains
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important to allow the student time to digest the new information at each lesson without the need
for constant conversation. Using a variety of techniques can be challenging given the pace of the course but many educators find that students are more willing to alternate between speaking and reading activities than they would be in a traditional classroom (Wisnieska, 2010, p.4)
Stronger Relationships in One-to-One Teaching for Language Students
When teaching students new languages, there is often hesitation and general discomfort given the lack of understanding, particularly in a setting where other students can chime in. In the more traditional, or group, setting, there is often the ideal that relationships are superficial and little to no information is shared (Osbourne, 2005, p.12). Much of this is thought to be due to
a lack of individualized attention and ability to create stronger bonds. However, in a one-to-one teaching setting, teachers are able to become more than just an educator, taking on roles like confidante, interlocutlor, and even a therapist (Osbourne, 2005, p.20
). Creating a somewhat informal environment, though still professional, in the beginning of these lessons can promote friendly sharing and communication within the target language that has been shown to reduce anxiety about making mistakes (Wisnieska, 2010, p.2)
These conversations in one-to-one learning scenarios quickly lead to unique opportunities
for both educator and student to share real opinions and information that are of genuine interest on both ends (Wisnieska, 2010, p.18). Being able to discuss their interactions with other students,
what the student ate for dinner the night before, and the latest movie out on streaming services allow the student to speak a bit less formally as they practice fluency in their targeted language. In language learning courses, this conversation time is crucial to promoting ease in communication while also enabling time to fine-tune the student’s needs on current material (Wisnieska, 2010, p.17). The entire course cannot simply be conversation though as this type of
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mundane recount of life’s experiences can create a more therapeutic situation rather than a strictly educational time (Allen, 2010)
Implications
As noted by Wisnieska (2010) and Allen (2010), the one-on-one setting creates a safe space where educational relationships can flourish and trust forms quickly if handled professionally. Ensuring that the physical environment is free of distractions but comfortable, your clothing and attitude remains professional but not too cold, and there is a healthy mix between informal and formal education moments are all ways to ensure success in the classroom.
Conversation is going to continue to be a critical point within any one-to-one language lesson as it spurs engagement through emotion. On top of the general conversations, educators must also delineate a more formal educational opportunity to review homework or have the student perform a speech of some sort. Course designers must ensure that the balance between formal and information conversations is balanced while also ensuring that the student remains comfortable while learning.
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References