Anne Aalund

I am an MA Linguistics student at UCL, soon to graduate (September 2014). I am a native Danish speaker with a native level of English as well. Since 2011, I have lived in Southampton and in London with my English boyfriend. Although from January 2012 until February 2013, I was in China, working as an English teacher in a town called Jiangyin. I am an energetic, creative and organised personality who always strives for the highest standards.

Availability: I will be available during the week from 7AM until 6PM.

Willing to travel: 8 miles

Experience:
I took my CertTESOL in August-September 2011. I then went to China to teach for 13 months in Shane English School. Additionally, I have been a private Danish tutor for the past five years. During my time as a TEFL teacher and Danish tutor, I have gained practical experience, compiling courses and expanding on set curricula. To be able to deliver this content effectively, I have put together materials and designed consolidating games. Teaching methods have often had to be adjusted to a specific age range, as I have taught students from the age of 4 to 25. In my experience with putting together private courses, I have found it of paramount importance to focus the course content to the learner’s specific needs both in terms of language content and in terms of preferred learning strategies. I thus have experience with producing bespoke needs analyses for particular students. I have enjoyed the challenge of maintaining an interactive feel in a private lesson, which has often demanded creative ideas for activities, designed to practise, drill and test specific target language. I now hold a substantial collection of tried and tested teaching tools for private classes as well as groups.
Unless the student demands otherwise, I strive to include all four areas of language learning into my teaching: Reading, writing, speaking and listening. In terms of teaching methods, my experience has taught me that language learning proves the most successful if it fulfils three criteria: Firstly, the learner`s level must be correctly estimated and the target language adjusted accordingly. Therefore, I maintain the position that a needs analysis is necessary for each student. Secondly, the target language must be considered relevant and functional by the learner. Thirdly, although learning a language is hard work, the learner will meet the challenge more easily if the process is stimulated by teaching tools that enhance the interactive feel of the lesson, such as competitive elements, contextual settings, language games and puzzles. I maintain that these criteria hold for language learners of all ages.

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