This teaching resource available on a reliable and prominent organisation’s website (The Association of Equestrian Therapy) suits the needs of intermediate and upper-intermediate students who study Hungarian as a foreign language, and native Hungarians in Teacher Education. This resource develops their reading and listening skills, the ability of interpreting charts, and at the same time expands students’ technical related vocabulary and professional knowledge. It gives practicable information on equestrian therapy. This resource assists both the lecturer, who can implement it in the classroom, and students who, rather autonomously, can also explore it. Its contribution to the special field of Hungarian Equestrian Therapy and thus the training of potential candidates in teacher training who are interested in this profession is indisputable.
Please produce a check list / guidelines on how to use the resource.
Lead-in activity/warmer: Elicit information on animal assisted pedagogy and therapy in general considering the advantages and possible disadvantages of this relatively new way of helping and developing handicapped people. Students answer questions such as “What is the structure and the main goals of equestrian therapy?” or “What effects does it have?”. Elicit some previously known vocabulary that students will read in the description.
Step 1: Pre-reading activity. Tell the students that they are going to read texts, watch a video and interpret tables and charts on the topic they have just been discussing. The texts will allow students to recognise and practise technical vocabulary. Students do the preparation task first and instructed to collect and write the technical vocabulary from the site.
Step 2: Reading some of the texts about the different trinings. Students get knowledge about the structure, parts and effects of equestrian therapy.
Step 3: Students then give feedback on their understanding. At the same time, they answer the questions again presented at the beginning of the lesson, according to what they learnt.
Step 4: Divide the class in groups of 4 (two groups will be members of an equestrian therapy team and two are the laymen who enquire about the therapy) and roleplay a discussion on the most useful information shared on the site. While roleplaying this situation, students have to use vocabulary introduced and practiced during the class (e.g. pre-reading and reading activities).
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
The text, the chart, the video and the tables are informative for both students and lecturers, since they present not only useful information but a bulk of technical vocabulary on the topic. The material provides considerable data for its readers. The technical language on the site is on a high professional level therefore to the thorough understanding students need some basic vocabulary. Since the structure, goals and effects of equestrian therapy is relatively complex, the resource helps constructing a global view in a creative way. The language of the material is Hungarian, which makes it difficult to use it in other languages. However the basic terminology can be understood in other languages, and the material can be translated. Monitoring students’ own progress can be challenging because assessment can be aimed at not only the technical vocabulary but the acquired knowledge about the features of equestrian therapy.
It is possible to adopt the contents to students’ need because the material conveys information on a specific field, which can be integrated in the context of teacher education. Although the material is intended to a larger audience, it is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The page is easily accessed by the key words.
Website of the Teaching Source: