According to Collins Dictionary tutoring is “remedial or additional teaching, designed to help people who need extra help with their studies”
Though this definition covers the general meaning of tutoring, in my experience, teaching and tutoring must stand on a heart-felt care for the student. The tutor’s genuine care makes all the difference.
No teacher or tutor can pour knowledge into a student’s ‘head’. The teaching-learning process cannot be forced but enabled. The enabling can only happen on the firm foundation of mutual understanding, rapport, relating, compassion and genuine caring for thestudent’s well-being and development.
People, children in particular, should not be treated as ‘learning machines’. We all have a key to our unique learning channel or style and a tutor’s main job is to find this key and hand it to its rightful owner. The main difference between a classroom setting and a tutoring setting is the personal attention that must be used wisely and to the benefit of the student with the utmost care.
At university I did my research and thesis on language teaching methods and the psychological background of language learning. As a result, I found out about the importance of adjusting teaching methods to personal needs. It took me another ten years to learn about and train to be a coach and start using coaching tools in language learning. With great results I might add! 🙂
Over the past 25 years I have learnt that a language cannot be learnt but it should be acquired. You may think that by learning endless lists of words and memorizing grammatical structures will help you speak a foreign language, I hate to disappoint you, but, it does not work that way. Language is organic. Like a child you must be in the language so to be able to pick it up and own it. Until you are peeking in from the outside, like Alice before entering Wonderland, you can only guess what is going on in there. Aren’t you just curious?
The other important aspects of language learning that need to be taken into consideration are the reasons why you intend to learn a particular language and how you will achieve the goals that you set for yourself both short and long-term.
Coaching comes in as an umbrella above all this with the tools that a coach offers his/her clients in order to encourage them, to keep them on track, and to support them to overcome the individual specific obstacles that often make one fail over and over again preventing fun or success.
Interested in learning more or a trial language coaching sessions with me?
According to Wikipedia
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition is one of the quintessential human traits, because non-humans do not communicate by using language. Language acquisition usually refers to first-language acquisition, which studies infants’ acquisition of their native language. This is distinguished from second-language acquisition, which deals with the acquisition (in both children and adults) of additional languages.
Second-language acquisition (SLA), second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education.
The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free voluntary reading. The input hypothesis developed by linguist Stephen Krashen makes a distinction between language acquisition and language learning (acquisition–learning distinction), claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process in L2 is the same as L1 (Language 1) acquisition. The learning process is consciously learning and inputting the language being learned. However, this goes as far as to state that input is all that is required for acquisition. Subsequent work, such as the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.