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Native speakerzy w Szkole Felberg
Alicia Hovinga

W ramach Programu Międzynarodowej Wymiany Praktyk organizowanego przez Międzynarodowe Stowarzyszenie Studentów AIESEC filia FELBERG w Lublinie od kilku lat zatrudnia lektorów native speakerów pochodzących z różnych zakątków świata.

W tym roku szkolnym dla naszej filii pracowali Daniel Leddy i Alicia Hovinga – studenci z Nowej Zelandii, którzy prowadzili zajęcia we wszystkich grupach, opowiadając naszym młodszym i starszym słuchaczom o historii, zwyczajach i tradycjach, jakie panują w ich pięknym kraju.

Alicia rozpoczęła praktyki w lubelskiej filii 16 marca tego roku i zamierza pozostać naszym lektorem do końca grudnia. Pochodzi z małej miejscowości Remuera i studiuje ekonomię oraz zarządzanie na Uniwersytecie Victoria w Wellington. Jest bardzo miłą i pełną energii osobą, uwielbia podróżować i poznawać ludzi różnych narodowości i kultur. Jednocześnie jest sumiennym, zdyscyplinowanym lektorem i cieszy się sympatią uczestników naszych kursów.

Alicia ma 23 lata i powiedziała nam w sekrecie, że marzy o ciekawej pracy, w której będzie mogła realizować i rozwijać wszystkie swoje zdolności. Życzymy Alicji spełnienia młodzieńczych marzeń.

Poniżej publikujemy krótki wywiad z tą niezwykłą osobą.

What did you do at home?
In New Zealand I studied Management and Accounting. On my return to New Zealand I will start work as an auditor with KPMG.
How did it happen that you decided to come to Poland?
Throughout my 4 years at University I was involved with a student exchange organisation called AIESEC. After sending abroad a number of my friends and receiving people to New Zealand from countries such as Kenya, Hungary, India and even Poland, I decided that I, too would like to have the experience of living in another country for a year to learn another culture and to share my own. I applied for an educational traineeship and the position at Felberg in Lublin came up when we searched for available educational jobs. So, a bit of investigation and some e-mails and I was on the plane to Poland.
Why Poland?
Including the above said reasons I also came to Poland because I knew that it was going to be far different to New Zealand. I wanted to go to a country where they spoke a different language, had different traditions and a different way of life so that I could really see how other people in the world live. I came to Poland to ‘live as a Polish person would’ and so far I’m living with a Polish family, eating Polish foods, experiencing Polish traditions and generally getting an understanding of how life is different and similar to that in New Zealand.
Is Poland what you expected?
For some reason before I came I expected Poland to be very cold (all year round!), to have many homeless people and for the people here to be unfriendly (as a reflection of it being so cold here, I suppose). But really, none of those expectations came true at all. As I have discovered, it is not difficult for it to reach 20 degrees here in Lublin; there are probably just as many homeless people back in Wellington as I see here and all of the people that I have met so far have always treated me with arms open and a smile!
Do you like working with our students?
This past 10 weeks that I have been here in Poland has absolutely flown by–I really enjoy being able to spend time with the students at Felberg. Each and every one of them is unique and each day I learn something new about Poland, the students themselves or even myself just through my interactions with them during lessons. So, yes, I definitely do like working with the students.
What do you think about the level of our students?
My teaching with Felberg crosses about 6 different levels of students so each week I experience many different levels of English. With the majority of my FCE to Advanced classes the ability to understand and converse with me is really good. For the classes lower than FCE there is always a lot more give and take involved–quite often I have to slow things down and break it into smaller pieces using pictures, words and hand gestures on top of my speaking with them. Carrying out my lessons in this way I think ensures that both the students and I get the most out of the lesson as possible.
Have you noticed anything interesting about their English?
For me, as a native speaker I know English from having spoken it for my whole life, so, even though the speech is based on the rules of language for English, I do not consciously think about it. It is the opposite for the students; they have been taught English from the basis of grammar rules (like for most language teaching, I think) so instead of just saying what they want to say they often think too hard about the rules. This is good in the sense that they say sentences more often than not correctly but not so good in the sense that they do not get as much speech out of their mouths as they could!
What are our students best at?
Again, as with most language learning, they are all very good at finding patterns with the English language. During speaking classes, however, they are also very good at asking questions and increasing their understanding of vocabulary by working together as a class. Often I say to them ‘if you can’t think of a word then describe it to me in English’ and then we come up with the word together because there is a lot more learning and speaking practice that they can get from doing that rather than asking someone in the class who they perceive as more intelligent or from consulting the dictionary.
What are their most common deficiencies?
The most common deficiency that I have noticed is the use of the word ‘the’ prior to words that do not need it, e.g., ‘the Krakow’, ‘the Europe’, etc. Also, the use of tenses, especially for the younger classes, is always a difficult skill to master–especially when we are speaking and not using templates in the book. Other small things like the confusion of ‘he/she’ are also noticeable, i.e., talking about an uncle and then referring to him as ‘she’.
What do you think is your contribution to the students’ learning?
I think that I contribute to the students’ learning in a number of ways. Because of the fact that I speak very little Polish, the students have to speak in English with me–there are no easy ‘outs’ for them, I cannot help them until they are able to explain something to me in English and this is a direct simulation of what they will experience when they go abroad (one of the main reasons why the students learn English). Also, in my life I have done a great many things that they have not and vice versa. I have a number of experiences and ways of thinking that I am able to share with them that I think has the possibility to help enhance their everyday life or even to encourage them to think in a different way about a given situation. So, not just English learning but also personal development–for both myself and the students in my classes..

Przemysław Duklas

 

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