I am a recent graduate with a B.A. in German and a Minor in Writing and 4 years of tutoring experience. I became self-taught in German from 2008 - 2010, Goethe-Zertifikat and have a C1 fluency as of 2013. I have produced online language learning content for an international audience for 6 years. I have particular expertise in autodidactic learning methods, translation and at-home immersion. I tailor my tutoring sessions to the language learning needs and goals of each individual student.
If there's one thing I've learned throughout my tutoring experience, it's that repetition just doesn't cut it when you're trying to achieve fluency in a foreign language. Or at least conventional repetition doesn't. In my tutoring sessions, I expose my students to a plethora of resources that use the vocabulary they need to ace their German classes in a way that provides each student with shades of meaning, a working knowledge of synonyms/antonyms and the ability to produce spontaneous speech, rather than a focus on one-to-one translations that don't always make sense. I help my students learn to understand, speak and produce texts in context, while using hands-on activities with music, literature and film to explore grammatical concepts and get a strong understanding of German culture. During our lessons, the focus lies not only on those areas that the student needs to improve upon to have academic success, but also provides them with the information they need to explore their own favorite subjects in the German language. In short, part of what makes me a great tutor is my sheer dedication to the language goals and interests of each individual student.
Undergraduate Degree: Loyola University Maryland - Bachelors, German, Writing Minor
learning languages, linguistics, reading
How do you help students who are struggling with reading comprehension?
There is far more than one way to read a text. For particularly tricky sections of a reading, we might do a bit of translation work or make a simplified summary before discussing the text more thoroughly. Prompting questions are always aimed at getting the student to critically consider the text and practice working it out for themselves; mind mapping, list making and notecard writing can often be beneficial in this regard. Students struggling with longer works such as novels may require additional study sources, for instance, student literature workbooks, dual translations, or literary reviews, to provide them more context for their close reading of it. If the difficulty stems from a work's manner of language rather than its thematic content, however, we might take a look at the rhetoric, archaic use of language and key linguistic concepts found in the text to start demystifying the text's structure and style and improve its readability.