About our teaching methods
There are many different theories about how best to learn a foreign language, but there is no one-size-fits-all recipe. The methodology of the Shetland U.K. Language School tries to combine old but tried and tested methods with the latest research. Our teachers are expected to know and use not just one method in their work, but to be able to select and use the most appropriate teaching method for the needs of the students.
Multilingualism is vital in the ever-expanding world of the 21st century. In designing our objectives and methods, we have responded to the urgent need for our language learners to cope with the demands of:
- learn the language quickly,
- use what they have learned with confidence,
- their message is understood by the other party,
- the information to be provided must be clear,
- use the language correctly, both in speaking and in writing.
The professional approach is not to group the topics around specific grammatical units, but to look at the grammatical units required for each topic within the framework of each level. In all cases, the primary aim is to develop communication skills so that the student can use the words and grammatical phrases learnt with confidence, both in speaking and in writing.
We expect our teachers to use their own tools to convey the rules of the language to students in the clearest and simplest way possible. They will help students to develop the key language skills that will enable them to succeed in all areas of public and private life. To this end, teachers receive regular training and their work is constantly monitored.
Our school is meeting the challenge of the times: to follow a modern, communication-focused language teaching approach, by providing a solid foundation from which students preparing for the various exams can move forward.
Communication skills are developed through a thematic vocabulary and by practising everyday phrases. We attach great importance to constant repetition of the material already learned.
The fact that it is possible to employ native teachers makes it possible to create a natural language environment. However, thanks to the work of Hungarian language teachers, the development of language awareness and literacy is not neglected. To develop writing skills in line with modern expectations, emphasis is placed on language correctness (which is a key aspect of oral
skills development is not a primary consideration). As some of the target exams require bilingual thinking, the teaching of translation techniques, drafting skills and reading comprehension are also emphasised in our methodology to achieve this.
General description of the competences corresponding to the CEFR levels
(source: http://www.nyak.oh.gov.hu/)
Master level language user:
CEFR C2: Can easily understand almost all the texts they hear or read. They can summarise information from different spoken or written sources, recall arguments and narratives coherently. Can express themselves naturally, very fluently and accurately, distinguishing between small nuances of meaning, even in more complex situations.
CEFR C1: Can understand demanding and longer texts in a wide range of text types and can detect hidden meanings. Can express themselves fluently and naturally without being forced to search for expressions too often. Can use language flexibly and effectively for conversational, academic and professional purposes. Can produce clear, well-structured, detailed texts on more complex topics, while making reliable use of word-processing patterns, conjunctions and connectors.
Independent language user:
CEFR B2: Can understand the main ideas of more complex texts on concrete or abstract topics, including in technical conversations relevant to his/her field of specialisation. Can interact in a continuous and natural way with a native speaker at a level of normal interaction that is not stressful for either party. Can produce clear, detailed text on a wide range of topics and express an opinion on a topical issue, detailing the advantages and disadvantages of the various options.
CEFR B1: Can understand the main points of clear, standard texts on familiar topics related to common situations at work, school, leisure, etc. Can cope with most situations that arise when travelling in the language area. Can produce simple, coherent texts on topics which he/she knows or which are of interest to him/her. Can describe experiences and events, dreams, hopes and ambitions, and briefly explain and justify different points of view and plans.
Basic language user
CEFR A2: Can understand sentences and frequently used expressions related to areas of direct relevance to him/her (e.g. very basic personal and family information, shopping, local knowledge, job). Can communicate in simple and rehearsed tasks requiring a simple and direct exchange of information about familiar and rehearsed matters. Can use simple language to talk about his/her own background, immediate environment and matters related to his/her immediate needs.
CEFR A1: Understands and uses everyday expressions and very basic phrases that are familiar to them and are intended to meet their specific needs. Can introduce themselves and others, answer and ask questions of a personal nature, e.g. about where they live, people they know and things they own. Can interact easily when the other person speaks slowly and clearly and is helpful.