How to choose a freelance language teacher

In this post, I am outlining the aspects you might want to pay attention to when looking for a freelance language teacher.

This is the time of year when many of you might be considering hiring language teachers for yourself or your children. It makes a lot of sense to cut out the middleman (a language school) and hire a freelance or a self-employed teacher directly. But if you decide to do that, you might find yourself browsing through tens of profiles a day and still unable to make a choice. In this post, I want to outline several aspects you might want to pay attention to when looking for a freelance language teacher.

Degree

A degree in teaching is not a 100% guarantee of good quality teaching, but it definitely helps. People who get a degree in language teaching do not only study the language in-depth, they also study teaching principles and methods. It is, of course, possible but less likely that a person with a degree in engineering will make a great language teacher. They might be a proficient or a native language speaker, but they simply might not know how to help you learn the language.

Experience

The more, the better. However, the experience must be relevant. The teacher who has worked in state schools for 10 years might not be the best match for a project manager who wants to be able to make presentations or negotiate in a foreign language. And vice a versa. The person might be an excellent teacher in their sphere, but might not be able to meet your needs.

Growth and development

This aspect boils down to questions like,

  • Has the teacher done anything related to language learning or teaching since they graduated?
  • Have they attended any teacher development courses?
  • Have they taken any international tests? When? What scores did they get?
  • Have they taken part in any teaching contests, projects, programs?

The more “yes” you get, the better.

Social media

It sounds like a cliché but social media profiles speak volumes. Do check them out. I can’t give any guidelines as to what constitutes an appropriate profile, so you have to go with your gut. Personally, I wouldn’t hire a teacher whose profile had countless shares of cooking recipes and nothing related to languages or teaching.

More

This aspect boils down to questions like,

  • Does the teacher produce anything related to teaching or languages (in any form)?
  • Does the teacher create their own handouts or exercises?
  • Does the teacher use videos, podcasts, newspapers articles to supplement the material in the book?
  • Does the teacher make videos? Does the teacher write a blog?

If the teacher doesn’t do any of the things above, it doesn’t necessarily mean they are a bad teacher. But if I was going to hire a language teacher, I would definitely look for one who does and wants to do more than just follow the coursebook.

Finally, after you’ve done your research, call, message or meet the teacher. The way the person interacts with you will help you make the final decision. 

I teach. That’s it from me.

Disclaimer 1. None of the aspects above guarantees anything, but some of them combined will give you an idea of what the teacher is like. 
Disclaimer 2. Sometimes, in rare cases, even if the teacher’s profile is perfect, things might not work out anyway. Because of a personality mismatch, because of the position of the stars or just because.

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Fulbright FLTA memories. Part 2. Translating Dovlatov back into Russian with my American students.

In this post, I am talking about using Dovlatov’s book to teach my American students.

What I want to share in this post was probably my favorite part of my teaching Russian as a foreign language experience, which was teaching language with the help of literature (or is it literature with the help of language?).

In the second semester, the Russian teacher at UNH, Daria Kirjanov, taught a course called, “Stories of Displaced Lives: Russian and Eastern European Memoirs of Exile.” As part of this course, the students of Russian were supposed to attend a language lab class, the purpose of which was reading some of the course materials in the original. I got my own language lab class with three beginner level students. The beauty part was I didn’t have a rigid program to follow and had the freedom to create my own materials.

Talking about Dovlatov in this kind of course was absolutely inevitable. But his works came later in the semester.

What we started from was Silver Age poetry. Since my students had only been learning Russian for 5 months, we started from the easiest and most obvious thing to do – reading and translating the poetry into English.

It went well, but at some point I got this nagging feeling that “variety is the spice of life.” I needed and wanted to vary my tasks. I thought long and hard. When we got to Dovlatov, it hit me, “Why don’t we reverse what we’ve been doing and translate literature from English back into Russian?”

I decided to work with Dovlatov’s “The Suitcase.” Firstly, because it suits the topic perfectly; secondly, because I found it online in both English and Russian; thirdly, because it is written in the past tense.

The past tense might be the single simple aspect of the overall complicated Russian grammar. There is only one past tense and all you have to do is change the ending of the infinitive. For example, жить – жил, работать – работал, ответить – ответил (masculine)It’s beautifully straightforward.

We only worked with the foreword as we didn’t have time for the whole piece. I cherry picked the portions I knew the students could handle and provided a glossary of the words they didn’t know. We then compared their translations with the original. You will find an example below and you are very welcome to give translating Dovlatov a shot too. (I have included the beginning to give you some context.)

Чемодан. The suitcase.
Foreword

So this bitch at OVIR says to me, “Everyone who leaves is allowed three suitcases. That’s the quota. A special regulation of the ministry.”
No point in arguing. But of course I argued. “Only three suitcases? What am I supposed to do with all my things?”
“Like what?”
“Like my collection of race cars.”
“Sell them,” the clerk said, without lifting her head.
Then, knitting her brows slightly, she added, “If you’re dissatisfied with something, write a complaint.”
“I’m satisfied,” I said.
After prison, everything satisfied me.
“Well, then, don’t make trouble…”
A week later I was packing. As it turned out, I needed just a single suitcase.
I almost wept with self-pity. After all, I was thirty-six years old. Had worked eighteen of them. I earned money, bought things with it. I owned a certain amount, it seemed to me. And still I only needed one suitcase – and of rather modest dimensions at that. Was I poor, then? How had that happened?
Books? Well, basically, I had banned books, which were not allowed through customs anyway. I had to give them out to my friends, along with my so-called archives.
Manuscripts? I had clandestinely sent them to the West a long time before.
Furniture? I had taken my desk to the second-hand store. The chairs were taken by the artist Chegin, who had been making do with crates. The rest I threw out.
And so I left the Soviet Union with one suitcase. It was plywood, covered with fabric and, had chrome reinforcements at the corners. The lock didn’t work; I had to wind clothes line around it.
Once I had taken it to Pioneer camp. It said in ink on the lid: “Junior group. Seryozha Dovlatov.” Next to it someone had amiably scratched: “Shithead”. The fabric was torn in several places. Inside, the lid was plastered with photographs: Rocky Marciano, Louis Armstrong, Joseph Brodsky, Gina Lollobrigida in a transparent outfit. The customs agent tried to tear Lollobrigida off with his nails. He succeeded only in scratching her. (1) But he didn’t touch Brodsky. He merely asked, “Who’s that?” I said he was a distant relative…
On May 16 I found myself in Italy. I stayed in the Hotel Dina in Rome. I shoved the suitcase under the bed.
I soon received fees from Russian journals. I bought blue sandals, flannel slacks and four linen shirts. I never opened the suitcase.
(2) Three months later I moved to the United States, to New York. First, I lived in the Hotel Rio. Then we stayed with friends in Flushing. Finally, I rented an apartment in a decent neighborhood. I put the suitcase in the back of the closet. I never undid the clothes line.

 

Glossary
(1)
Бродский, m., adj., Accusative, animate, the ending is –ого.
to touch = тронуть
to ask = спросить
merely = всего лишь
to reply = ответить
distant relative = дальний родственник
(2)
later = через (is written at the beginning of the sentence)
to move = перебраться
with friends = у друзей
finally = наконец
decent = приличный
to put (in a vertical position) = поставить
in the back = в дальний угол
The original
(1)
А Бродского не тронул. Всего лишь спросил — кто это? Я ответил, что дальний родственник…
(2)    

Через три месяца перебрался в Соединенные Штаты. В Нью-Йорк. Сначала жил в отеле “Рио”. Затем у друзей во Флашинге. Наконец, снял квартиру в приличном районе. Чемодан поставил в дальний угол стенного шкафа.


 

The students did a great job. Curiously, they made two types mistakes: writing everything in direct word order (subject+verb) and including every single pronoun in the sentence. For example, they wrote “Он не тронул Бродского.” for “А Бродского не тронул.” (At this point, I would like to remind you that these students had only started learning the language 5 months before.)

Thanks to this perfect combination of Daria’s course on immigrant writers, “The Suitcase” and the simplicity of the past tense in Russian, my beginner students could have a go at translating Dovlatov. How cool is that?! 

Special thanks:
I would like to thank Daria Kirjanov for giving me the language lab class and the freedom to teach it the way I saw fit.
I would also like to thank Alma Classics for the foreword in English and multiple resources for the whole book in Russian.  
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