Reconsidering tutorials and student-lecturer power relationships in language subjects

The power relationship between teachers/lecturers and students may have negative effects on the process of learning because it can limit both 'physical' and verbal access to the teacher/lecturer and give rise to a relatively negative attitude towards him/her. This is why reconsidering that power relationship and trying to reduce the power asymmetry is likely to improve both the relationship and the student's learning and performance. A way to contribute to bridging the distance between student and lecturer and also enhance personalized teaching and learning is tutorials. This article reports the results of an "experiment" that was carried out, with such objectives in mind, in the Teacher Training School of Guadalajara (University of Alcalá).