Tag Archives: #coaching

Kultúrális különbségek

Kultúrális különbségek

Ebben a blogban a kulturális különbségekről írok és arról, hogy miért fontos ezekkel foglalkozni.



Az egyik legérdekesebb és legértékesebb felfedezésem utazásaim során, az a kulturális különbségek megjelenése a nyelvben. A különbségek jelentősek. Fontos tudni, hogy amikor idegen nyelvet tanulunk nem csupán a nyelvi sajátosságokat kell sajátítunk de meg kell ismerkednünk a kulturális másságokkal is.


Had adjak egy példát, ami kicsit különbözik a szokásos példáktól, amelyek főleg a kézfogások és üdvözlések másságára szorítkoznak.


Angliában, amikor hibát követsz el egy állami céggel szemben, mint például a repülőtéri pakoló cég, gyakran előfordul, hogy nem büntetést, hanem egy ’emlékeztetőt’ küldenek ki, amelyben részletesen leírják, hogy hogyan kell helyesen eljárni, ahhoz, hogy elkerüld a büntetést. Valamint csatolják a hatályos jogszabályok egyszerűsített változatát, hogy biztosan megértsd a teendőidet. Az angol rendszer az oktatás erejében és eredményességében hisz.


Ehhez képest a Magyar ‘rendszer’ a büntetés híve. A magyar kultúra és gondolkodásmód hisz a büntetés formatív erejében, igy minden hibát, amit felfedez a szabályok értelmében büntet.


Definíció szerint,”Az kulturális különbségek azok az eltérések vagy ellentétek, amelyek két vagy több különböző kultúra összehasonlításakor tapasztalhatók. Ezek a különbségek összefügghetnek többek között a szokásokkal, vallással, ruházattal vagy nyelvvel.Forrás


Amikor idegen nyelvet tanulsz nem csupán a nyelvet tanulod, de ismerkedsz a kultúrával és a kultúra gondolkodásmódját is. Ha nem érted a kulturális különbségeket amikor az idegen nyelven beszélsz valójában saját kultúrád gondolkodás módját próbálod belepasszírozni az idegen nyelv mondatszerkezeteibe. pedig egy idegen nyelv tanulásakor az egyik legfontosabb tanulandó ‘elem’ a nyelv mögötti kutúra megismerése és magunkévá tétele, lehetőleg anélkül, hogy megítélnénk azt. Valójában lényegtelen, hogy egyet értünk-e az idegen nyelv kultúrájának sajátosságaival. Az a fontos, hogy értsük, hogy a nyelv hogyan gondolkodik és miért ,annak érdekében, hogy képesek legyünk jól beszélni a nyelvet, amit tanulunk.


Ez az oka annak, hogy a tanárok az úgy nevezett ‘élő nyelvet’ igyekeznek a tanítványaiknak átadni. Nagyon fontos, hogy ne csupán a szavakat és kifejezéseket tanuljuk meg, hanem merj megmártózni a tanult nyelv kultúrájának különbségeiben is. 🙂


Ha szeretnél velem angolul ‘megtanulni’ itt tudsz velem kapcsolatba lépni.



The missing link

The missing link

This blogpost I write about why EduCoaching is important for me by telling a very personal story.



When I was a teenager, I was very lost. During elementary school – until the age of 14 – my grades were quite OK. I managed my studies quite well. Though my relationship with one of my teachers, the class master, was rocky, I was still considered to be one of the best students in my year. I was also one of the lead singers in the choir and played in the national youth orchestra.


When I was eight, after my grandfather, my main caretaker, died, I found myself in a whole. Members of my family had been used to my grandpa taking care of me so, suddenly, they did not know who should pick up the slack and provide for me. My mum was busy with a three-year-old. My grandma’s hands were full with a mentally challenged daughter and her newborn. My father was at work most of the time. So, I became a latchkey kid.


Luckily, I lived in a tightknit community so some of the neighbours took care of me here and there. Because children used to stay in elementary school for eight years, most of the teachers in that school knew me quite well. My home life was troubled, but in school I was still OK. I also liked studying and I liked being successful at the different things I was involved in.


Everything changed when I started secondary school. I was in constant sock. I did not understand a word of the subjects I was studying. I did not understand the kids in my class. There were 44 of us, most of whom came from different  parts of the city, some from more affluent areas, and everyone seemed to have a ‘sponsor’ in school.  It was an ‘elite class’ who were allowed to study foreign languages behind the iron-curtain because we were trained to be managers of foreign affairs.


Suddenly, I was not a good student any more. Each semester, I was failing 4 or 5 subjects because I did not understand the subject matters. I was artsy, I liked drawing, reading books, and playing music. In this school the main subjects were economics, foreign trade and languages. Teachers kept on telling me that I was a failure and I did not have anyone at home to discuss my struggles at school, either.


In that mayhem, I lost my sense of who I was, I lost in touch with the successes I had achieved, and with my ability overcome challenges. I played music for years, so I understood hard work, overcoming difficulties and succeeding over adversities. Somehow, during these four years of high-school, I simply was not able to access my abilities to achieve and do well any more. I was slowly sliding into a pit-hole of misery, self-doubt, and low self-esteem.


Looking back now, I can see that I desperately needed a coach. I wish, I had had someone to talk to, someone who had the tools to help me find myself again, someone who could see my struggles. I wish I had been able to confide in someone and told them how lost I felt in the jungle of these difficult subjects.


I needed some help not because I was not a good and capable a student, or because I was lazy, or I did not care, but because I did not know how to handle this new situation and I needed tools so I could conquer my challenges.


Later, at university, when I was studying to become a teacher, I was  constantly looking for a solution that would provide students the support  they need to overcome similar challenges. At first, I thought psychology would be the answer. Then, I looked into methodology. About ten years after university, I finally found the key. It is called coaching in educations or Educational Coaching, EduCoaching in short.


Read more about Coaching in Education, here, CLICK


The emotional component

The emotional component

In this post I discuss how our emotional state and attitude can hinder the language learning process.



So, I have studied quite a few languages over the years. For a while, I could speak some then they sank into oblivion because I did not use them.


There is one language that I have never learnt to any degree, apart from being able to read the written text without understanding it, which is Russian.


I studied Russian for over 11 years. I had at least one 45 min lesson per week semester after semester without any results.


Well, it is true to say that language teaching at that time in Hungary was in its infancy. Languages were taught with something called the Prussians method or grammar translation method that is only fit to teach ‘dead’ languages. The focus is on academic understanding of the language rather that speaking it.


“17th, 18th, 19th C – The ability to read and translate classical texts gave rise to the ‘grammar-translation’ method (first known as ‘Prussian Method’ because of German roots – e.g., Ploetz and Seidenstuecker); reading & writing paramount;” Source and read more click here


Looking back, the mode of teaching was not the main issue. I think it was that my grandma did not like the Russians, she disagreed with the fact that Russia ‘silently’ occupied the country and that we were forced to learn Russian so we can communicate with the invaders. My grandma often told me that the Russian soldiers had done much more harm to civilians than what the Germans had ever done . The horrors of the Holocaust distorted our vision and we failed to see the cruelty and the genocide of different strata of society in the so called ‘Soviet block’.


So, the main reason why I never learnt Russian was my loyalty to my grandma whom I loved dearly.  I have never experienced anything but kindness and friendship from Russian people I have met. I am very sorry that I did not learn the language when I had the chance to do so.


My emotions got in the way.


I think it is important to notice how we feel about the language that we are attempting to learn. Disliking the language we are studying makes it really heart to learn it.


I still strongly believe that anyone can learn any languages they wish to. However, if we emotionally reject the language with some reason or another, it will probably make it very harder for us to learn it.


In my observation, there are two ways to go around this problem. We can look at the issue in the face and become aware of the problem. When we know what we are dealing with, we can create strategies to overcome it. Alternatively, we can ignore the emotional issue which may prevent us from ever attaining our goal: speaking in that language.


If you want to ‘ lean’  English with me, get in touch by clicking on the pictures below.