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Abel
- Rate 330 BWP
- Response 1h
-
Students3
Number of students Abel has accompanied since arriving at Superprof
Number of students Abel has accompanied since arriving at Superprof
330 BWP/hr
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- ESOL
- English speaking
- French
- Certificate Of Proficiency In English Cpe
Postgraduate in teaching training, with two degrees (English and French philology), he teaches Spanish and literature classes, English (at all levels including secondary school examination), French, I
- ESOL
- English speaking
- French
- Certificate Of Proficiency In English Cpe
Lesson location
Recommended
Abel is a respected member of our tutor community. He is highly recommended for his commitment and the quality of his lessons. An excellent choice to progress with confidence.
About Abel
Vast experience in teaching languages' students aged 4 -50 years old.
I've worked in both public and private high schools as a tenure teacher, interim and extra curricular teacher. Besides, I've been private teaching my mother tongue (Spanish) in Belgium for a year
Experience as an English Spanish and FrenchSpanish translator.
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About the lesson
- A1
- A2
- B1
- +7
levels :
A1
A2
B1
B2
C1
C2
Beginner
Intermediate
Children
Advanced
- English
All languages in which the lesson is available :
English
After more than 10 years of teaching implementing the communicative method, I have developed thousand of strategies to make you learn the languages I love so much.
After considering the mainstream, thoroughly-researched education methods, we can observe that despite some controversy among researchers, the three methods I will introduce have the wide approval of the teaching community. Educative community seems to agree on the fact that, contrary to some old-fashioned tendencies, second language teaching is now about helping students to communicate in a different language from their mother tongue. To do so they must adapt the skills and strategies learned from their teacher (who should be an intercultural language user model) and realia to succeed in future encounters. For these reasons, and even if most activities will be guided by an overarching eclectic methodology, as methods have overlapped without signaling one to be the best; the main methodological fundaments to be followed in my courses will be based on a threefold approach: cooperative learning, content and language integrated learning (CLIL) and intercultural communication competencies (ICC) development:
Cooperative learning: “Cooperative learning refers to work done by student teams producing a product of some sort (such as a set of problem solutions, a laboratory or project report, or the design of a product or process), under conditions that satisfy five criteria: (1) positive interdependence, (2) individual accountability, (3) face-to-face interaction for at least part of the work, (4) appropriate use of interpersonal skills, and (5) regular self-assessment of team functioning” (Mabrouk,2007). Many of these characteristics are shared with the task based learning method.
The cooperative learning approach will be highly necessary in our class because many students are used to competing individually, struggling to obtain better marks than their peers regardless of the other students’ feelings. This approach will teach students how through collaborating they can obtain a much better product as a group than the one they could obtain individually, and enjoy the creation process with their peers.
There have been some studies which are based on the whole brain teaching method that suggest a high percentage of retention when the student becomes the teacher:
“Peer learning and teaching is a powerful mode of learning in motivating the students to become actively engaged and involved learners, and empowering them to take ownership of their own learning. This mode of learning also assists them in achieving a more organized and integrated conceptual understanding of the knowledge learned. It provides an authentic learning experience for the students, enabling them to exercise their skills in working with, learning from, and communicating with one another, as well as developing themselves into a community of learners (Goh,2006)”
Flipped classrooms will be a methodology often used in parallel and partnership with this cooperative learning style. Some of the lessons are to be prepared and studied in class in order to be explained and do further practice in class. The whole brain teaching method (integrated as a kind of flipped classroom) would be used in order to accomplish many of these educational techniques.
Content and Language Integrated Learning (CLIL): “CLIL was defined as a dual focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Marsh, D, 2009)
By the CLIL approach, students will receive different input that will stimulate their responses and their initiative in taking texts as a starting point, listening to and watching videos that show disciplines other than English. In a class so deprived of student initiative as the traditional Spanish courses; it seems advisable to proceed with methodologies that encourage students to participate actively and allow them to conduct their conversations and ask questions in the foreign language to allay their personal or group worries and to inspire curiosities. For this reason, there will be many different scientific and historical texts and recordings covered in the class which will include free answer questions to make students reflect upon the recently acquired content and its meaning. Students will be encouraged to highlight which aspects amaze them or strike them somehow, and the vocabulary related to those topics will be clarified and explained.
Intercultural communication competences development: These competences were defined as:
“Part of a broader foreign speaker competence, identifies the ability of a person to behave adequately and in a flexible manner when confronted with actions, attitudes, and expectations of representatives of foreign cultures. Adequacy and flexibility imply an awareness of the cultural difference between one’s own and the foreign culture and the ability to handle cross-cultural problems which result from the differences”. (Meyer,1991)
These competencies which are acquired naturally or even inherited in multicultural countries are very difficult to learn in a monolingual country such as Spain where customs do not vary drastically from one part to another of the peninsula. On top of that, we live in an increasingly more globalized world, and for this reason it would not be strange for my students to end up working for a multinational or foreign company at the end of their studies. All things considered, learning how to behave, suspend one’s judgment and share curiosity towards a few known countries seems to be a must in the skills set at a Bachillerato level.
The development of intercultural communication competencies will be treated as an innovative point. In order to acquire them, we must go through multicultural competencies provided generally, but not always, by a plurilingual competency, with many activities and projects aimed at a development of other cultures understanding. The final target of these activities is the creation of a third space where our students can feel at ease without creating or suffering cultural clashes, or being unable to solve them efficiently. All these contents will be transmitted by multimedia such as videos, songs, games, etc. The reason of the use of these multimedia materials and the focus on videos is because of the amazing power of them in conveying communicative situations as it was already highlighted by Lonergan: “The outstanding feature of video films is their ability to present complete communicative situations. The combination of sound and vision is dynamic, immediate, and accessible”. (Lonergan, 1994).Further, there have been interesting studies dealing with the effectiveness in retention when contents are received through videos rather than by teacher explanation. Besides, strongly defended in this methodology will be the possibility of learning both English content and intercultural competencies at the same time through a deep reflection on the pertinent videos the students watch, among other activities.
The purposes, aims and procedures of the syllabus design will be developed later on from a global to an analytic perspective. Furthermore, there will be careful consideration given to alternatives and techniques that cater to diversity. My course design is based on a communicative approach and a socio-constructivist methodology to teach foreign languages that stresses a group effort among professionals.
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Review
All of our reviews are collected by us and are 100% reliable. They correspond to a real experience lived by the students of Abel.
5 (2 reviews)
Perfect! PROFESOR con mayúsculas.
He tenido clases particulares one to one de inglés nivel advanced con Abel, cada clase la prepara hasta el milímetro, las clases cunden muchísimo dada su elevada implicación y motivación (que no siempre fáciles de encontrar). Desde la primera clase ya notas mejora en inglés.
Recomendable al 100%View more reviews
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Recommendations
Recommendations come from relatives, friends and acquaintances of the teacher
1
Abel es un profe estupendo. Muy atento y explica con paciencia y claridad. Es genial aprender con él idiomas.
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Rates
Rate
- 330 BWP
Pack prices
- 5h: 1650 BWP
- 10h: 3300 BWP
online
- 330 BWP/h
Details
20 € per hour in the students' house.
15€ per hour if online or at my place.
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