Guidance on giving language lessons

Please find below some general guidance on how to give language lessons, including potential learner anxieties, notes on encouraging learners to contribute and a self-evaluation checklist to ensure your teaching runs smoothly.

Encouraging learners to contribute

Your learner may be brimming with confidence, but they may also be initially reluctant to participate because they are uncomfortable speaking a new language. Whilst it may seem peculiar to you as a language enthusiast, remember to be patient and build confidence through encouragement and praise so that the learner no longer feels self-conscious and is comfortable trying, even if he/she makes mistakes.

Potential learner anxieties

It is worth being aware of the following possible issues so that you are prepared before you begin lessons:

Difficulties with expression. Your learner may struggle to express what they are looking to gain from lessons and may doubt their ability to achieve their goals. Here it is essential to manage their expectations by both agreeing realistic targets based on what they are ultimately hoping to achieve. If a learner finds it difficult to articulate what they are hoping for avoid the kind of why questions that can make someone feel on the spot.
Your learner may feel obliged to defer you. Bear in mind that your learner may be a little intimidated and you should try to encourage their opinions to build confidence. One-to-one sessions, whilst very successful because of their intensity may also be initially a little overwhelming to someone who is not used to being in the spotlight.
Your learner may see you as an assessor. This is a potential issue where an employer has asked the employee to reach a specific level of attainment and is seeking your feedback on how effectively that target is being reached. Be careful that a learner does not feel unable to express areas he/she lacks confidence in for fear of being reported to the boss!
Your learner may be confused as to how to work together with a teacher in a lesson, having never had one-to-one before. Whilst some people may quickly take the lead and specify what they want from lessons, others will be unsure and look to you to establish a dynamic. Here, informal feedback is essential so you are aware if the learner feels they are not getting what they need.

Encouraging learners to contribute: basic principles

Bear in mind that learners are more likely to engage when:

They feel comfortable speaking the language with you
Respect is shown and support is given, especially when they make mistakes
Learning is seen as a co-operative exercise
You both agree realistic and achievable tasks
Methods are used which encourage their contributions
Feedback is frequent so communication gulfs do not occur

Introducing language lessons

When you are starting an activity and seeking to engage and enthuse the learner you could try a brief introduction to your planned activity and then ask an open-ended question to get discussion underway ("What do you think of...").

During language lessons - Directing Discussion

Think about:

Giving supportive feedback
Encouraging broader or deeper focus
Correcting misunderstanding

Feeding back to learners on their skills/abilities:

Comment on use of particular skills
Give constructive feedback and try to link to specifics
Be encouraging and friendly when commenting on work

Balancing teacher / learner contributions:

Review your levels of intervention
Balance feedback with space
Invite in quiet learners

Closing Lessons

If you are asking a learner to do an exercise, spend time discussing how to tackle it and answering any questions they might raise. Remember the learner may not have time to do an extensive exercises if they are also managing a busy workload, or indeed may not have the inclination if they are a hobbyist! To get an idea of feedback on how your learner feels lessons are progressing ask "light touch" questions, e.g.:

What questions are on your mind at the end of this lesson?
What has been the most significant thing you've learned today?

Not Contributing

Avoid spelling out the answer when a learner is struggling, or the point of the exercise is removed. Try giving broad hints or outlining key steps before coming to the eventual answer.

Give some encouragement: learners can stop trying when they feel their efforts are futile, so demonstrable progress is essential. Make sure the tasks are manageable.

Language Teaching: Self-Evaluation Checklist

As you work with more learners you may wish to start self-evaluating to remember what worked/what didn't, in addition to any feedback First Tutors: Languages receives from learners. Below is some "food for thought" to help you in the process.

How well did I .....?	Very Well	Satisfactory	Could Be Better
Prepare for the session
Get the session underway (establish aims, etc)
Ask questions and prompt the learner
Handle the learner's comments and questions
Respond to the learner as an individual
Keep focus
Help sustain learner interest
Provide help when learners had difficulties
Ensure key points were drawn out
Bring things to a close and set out practice exercises