Differentiated Learning in the Hungarian Classroom
Abstract
Along with other subjects where the need for differentiated instruction became standard, the area of second language development has also been calling for person-centered approaches instead of “one-size-fits-all” teaching practices (see e.g. Benson, 2017; Larsen-Freeman, 2018; Godwin-Jones, 2021). While differentiated learning is a goal that instructors in all areas should be aspiring to, a relatively small class size and a less commonly taught language are factors that tend to make the teaching and learning of Hungarian an area where paying special attention to the needs and skills of students is of great importance in facilitating language development. Besides the differences one may encounter in other subjects, e.g. non-traditional students or those who need special accommodations because of a disability, learners in a language class may also include heritage speakers. Small class sizes in the case of a less commonly taught language like Hungarian translate into more individual attention by the instructor, more opportunities for learners to engage in language production, as well as the necessity to make sure class dynamics work at all times with all members of the group. This presentation discusses best practices of differentiated learning in Hungarian language courses at the University of Pittsburgh.
Start Date
19-11-2021 11:10 AM
Differentiated Learning in the Hungarian Classroom
Along with other subjects where the need for differentiated instruction became standard, the area of second language development has also been calling for person-centered approaches instead of “one-size-fits-all” teaching practices (see e.g. Benson, 2017; Larsen-Freeman, 2018; Godwin-Jones, 2021). While differentiated learning is a goal that instructors in all areas should be aspiring to, a relatively small class size and a less commonly taught language are factors that tend to make the teaching and learning of Hungarian an area where paying special attention to the needs and skills of students is of great importance in facilitating language development. Besides the differences one may encounter in other subjects, e.g. non-traditional students or those who need special accommodations because of a disability, learners in a language class may also include heritage speakers. Small class sizes in the case of a less commonly taught language like Hungarian translate into more individual attention by the instructor, more opportunities for learners to engage in language production, as well as the necessity to make sure class dynamics work at all times with all members of the group. This presentation discusses best practices of differentiated learning in Hungarian language courses at the University of Pittsburgh.