Learner Profile - Group Activity

Learner Profile: Self-Analysis

Think of yourself as a learner, your aspirations and expectations from this course and fill out your own learner profile. Consider the profile below as an example.

Learner Personas #1 by Belinda Duncan

An Image of the Yourself	Name: Keya Age: 45 Live in Winnipeg with my partner and 2 daughters (UM students), 1 dog and 3 cats. Love cooking and learning. Originally from India, used to work for an international bank with branches all over Asia. Just got a new job as a staff trainer at a credit union. Multilingual. Children are in University, can speak English with them at home. Encourage her to speak English rather than reverting back to L1 or other language of proficiency at home
Education and Experience	Bachelor in Education (India). Internationally trained. Experienced language learner  As she is university educated, she should be able to master the English language as she is an experienced language learner as well. The discipline required to attend university should translate the same and can be applied in an ESL classroom
Role and Responsibilities	Planning, developing and delivering training sessions to banking staff.
Digital Skills	Frequent user of Facebook MS Office, Smartsheets Online learning is new to me. Her basic computer skills will allow her to do searches online for resources to assist in her learning outside of the regular  classroom
Relevant Skills and Knowledge	Experienced training development professional, skilled in building F2F training sessions mapped with Essential Skills; Highly organized and structured. Collect and analyze data before making decisions. Her organization skills can be used/encouraged as she works on further goal setting for herself. Along with brainstorming which areas/ employment fields that she was considering and perhaps focus some assignments later for specific employment seeking whether it be the job interview or vocabulary when working in her new desired field
Motivation and Desires	Looking for new ideas, tools, approaches, people. When discussing new employment possibilities, take her out or encourage her to go out and speak with or meet people working in her desired field to find out any specific training that may be required down the line
Goals and Expectations	Looking to change careers. In her Obstacles to success she comments that she ‘takes on more than she can chew’ Perhaps encouragement to stay with her familiar work field in banking for awhile until she has reached a desired goal on her ESL Needs Assessment before adding another draw on her time and attention to school work by changing employment
Obstacles to Success	Like to take on more than I can chew, so time…; easily distracted; Provide time to work on assignments in class, so as to avoid there being homework and thus one more strain on her already limited time availability
Unique Assets	Highly independent learner; critical thinker. Her independence will allow her to be given assignments in class, and the time to work on them while in class with assistance available should she require it. Assignment will be given back next class with any corrections or suggestions

Belinda Duncan Self Analysis

Belinda Duncan	Name: Belinda Age: 48 Have lived in Winnipeg my entire life. Never married, no kids. Had two significant careers in my life. From 1989-2001 worked in health care as a unit clerk. With the reorganization of health care in Manitoba during the early to mid-1990's I was bumped and deleted a number of times from positions which led to me re-evaluating if I should remain in the healthcare field. I was concerned that down the road I may face bumping and/or deletions again and at an older age it would be harder to consider moving to a new field of employment. In December 2000, I left health care to pursue a career as a police officer and have been working in law enforcement since then. Glad that I made the career leap, as in 2016 health care in Manitoba was reorganized and I would have been bumped and/or deleted again. Native English speaker. Not too bad with reading and writing in French. I want to become proficient in French especially speaking and listening. I would also like to gain skills in Spanish primarily speaking and listening.
Education and Experience	High school graduate Graduate of Health Unit Clerk course Bachelor of Arts Degree (University of Manitoba) Graduate of the Winnipeg Police Academy Oxford Seminars TESL certification Currently a student in TESL letter of Accomplishment Program
Role and Responsibilities	Enforcing the laws of the Canadian Criminal Code. Volunteer teaching ESL, once next TESL certification is obtained, plan on substitute teaching in Winnipeg to have command of a classroom and the required skills to have confidence when I move abroad and teach.
Digital Skills	Computer skills related to work and the system there. Use Facebook Able to send emails, search topics on internet. Basic skills in Word documents Limited online course work (did some with the Oxford Seminars certification)
Relevant Skills and Knowledge	Very organized, will work hard to meet deadlines. Leadership, mentorship  and training of other members
Motivation and Desires	Planning on my third career, with the intent to retire from law enforcement in 3-5 years, I plan to travel the world Teaching English as a Second Language
Goals and Expectations	Upon completion of this certification course, I plan to substitute here in Canada to get experience running and being in command of a classroom. I also intend on getting conversational French and Spanish courses so that I can function more smoothly when I move abroad.
Obstacles to Success	Working full time shift work, doesn't allow for the availability that others may have working regular hours. Mature student.
Unique Assets	Motivated. I have been a mature learner for other educational challenges.

Learner Persona #2 by Belinda Duncan

An Image of the Yourself	Name: Mohammed Age:62 Married. His wife is in the same ESL course as well. They have one adult daughter that attends a local high school. They have all been in Canada for 3 years from Afghanistan. His L1 is Farsi. His conversational English is good. He can speak English at home with their daughter who is proficient.
Education and Experience	He did not receive formal education in Afghanistan where he worked as a farmer. The ESL classes that he has been taking are his first formal education. He is in his second year of ESL classes. Having not had any previous formal education, he is resistant to move up. (see goals and expectations) He likely doesn’t recognize that that is the natural progression with improvement and growth gained in the educational process.
Role and Responsibilities	He is not working in Canada. At his age, he does not plan on seeking employment in Canada. Most of his opportunities to speak English outside of class will be at home with their daughter or in everyday interaction such as shopping.
Digital Skills	Uses a Smartphone and ‘Skypes’ with family back in Afghanistan, but otherwise he does not have computer skills. It has been suggested to him that he take advantage of watching children’s educational programs (Sesame Street) as opportunities to improve his English as it works for Native English speaking children.
Relevant Skills and Knowledge	He is very friendly and enjoys the opportunity to speak with the teachers and other classmates. No other students outside of his wife speak the same L1 as him, so when in class, in order to communicate he must speak English with the teachers or other students. He uses class time to take advantage of speaking English when in class and actively participates. However, this is a comfortable place for him. He needs to become confident when speaking elsewhere. He has the ability as is evident that he could be moved to the next level.
Motivation and Desires	He wants to be able to speak more confidently when at the grocery store or on visits to the doctor He has the ability, to function fine at the grocery store. He needs to be encouraged that his English is good enough. He may need to expand his vocabulary, especially for speaking with the doctor.
Goals and Expectations	Although his speaking, reading and writing skills would allow him to be moved up to the next classroom level. He is resistant to move up, as he has grown attached to the only teacher he has ever had who has taught him to speak English He has been allowed to stay in the lower level classroom. The teacher continues to try and encourage him and get him to understand and believe that he will be fine at the next level. The assignments are no longer challenging for him. He has hit a plateau.
Obstacles to Success	As an older adult, his loses the retention of some of the material His confidence needs to be encouraged
Unique Assets	For his age, having had no prior formal education he is doing remarkably well. Continue to encourage him

Learner Personas #3 by Belinda Duncan

An Image of the Yourself	Name: Sarandeep Age:30 Single, never married. Came to Canada on an education visa 1 year ago. She has been at the University of Manitoba working on her internship for Medicine. She has been living with a host family (all native English speakers), but plans to move out with a colleague in to their own apartment. Her intention is to return to India upon graduation from Medical School. Family in India is wealthy, and it was expected that she would travel abroad to continue her education. L1 is Punjabi. As long as when living with the roommate she continues to use English at home, especially if the roommate speaks the same L1
Education and Experience	Bachelor’s degree in Science from University in India. In grade school, she did take English classes, however the instructor was not a native English speaker. During her internship she has the opportunity to broaden her vocabulary of medical terms in the English language
Role and Responsibilities	Report to attending doctor about tests and findings on patients, chart regarding the patient’s care and plans for treatment All report s and charting is done in English, by the time she is immersed in her internship on a daily basis, her vocabulary should broaden rapidly. However, when she switches disciplines (ex. From Medicine rotation, Surgical rotation, etc) there will be a new set of words, terms and vocabulary to learn
Digital Skills	Very savvy with all forms of social media, including Facebook, Twitter, Snapchat, LinkedIn Uses a smartphone and computer on a daily basis for work related tasks and personal. Watches English TV, but does enjoy watching her favorite Indian program online. Watching English TV, especially comedies will allow her to learn about sarcasm and the nuances of when and how it is used
Relevant Skills and Knowledge	Is University educated from home country, she has a desire to get better with listening to English speakers and broaden her knowledge of idioms Constant immersion with colleagues at University and at work. Various professionals. Constant changing and meeting of new people
Motivation and Desires	Graduate with her degree in Family Medicine and return home to India. Considering the possibility of continuing her education in the United Kingdom to work on a Residency.
Goals and Expectations	Down the road, once graduated possibly would like to open her own practice (in the UK if she does continue her education there) Will be exposed to different vocabulary and idioms should she continue her studies in the UK
Obstacles to Success	Some native English speakers (such as her patients) use terms or language she is not familiar with (sarcasm) The colleague that she plans to become roommates with shares the same L1 and when they are together without others around they often revert to speaking their L1. She needs to encourage her roommate to also not revert to the L1. Both should support each other
Unique Assets	She does have English acquisition and is immersed daily speaking English with patients and colleagues.

Persona 1 by Kelley Craig

When discussing this profile with your partners, identify how you can use this information in your planning.

An Image of the Person	Name: Maya Age: 65 Newcomer to Canada (arrived within the last 3 years). Originally from Afghanistan. Lived as a refugee in Pakistan for 10 years. 4 children (adults, the youngest is in college, the oldest is a mechanic in a car shop). Loves cooking. Worked as tailor, continues to provide tailoring services from home. Multilingual.
Education and Experience	First free classes of formal education in first language (Farsi). Reads and writes in a second language (Urdu). Fluent in Pashto.
English Language Proficiency	Spoken - beginner, acquired from daily interactions. Written - alphabet, own name.
Digital Skills	Has never used a computer before. Has a cell phone, uses it to call family members
Learning Strategies	Limited, needs guidance from the instructor, has difficulties working on her own
Cultural Considerations	Respect towards older members of the community, teacher is viewed as a master and transmitter of knowledge
Motivation and Desires	Would like to learn English to be more independent in daily life (groceries, banking, doctor’s visits)
Goals and Expectations	Learn to read and write independently, progress to the next level by the end of the term
Obstacles to Success	Irregular attendance
Unique Assets	Acquires oral language quickly, talkative and tries to use English whenever possible

●     Maya is already multilingual so she has the skills need to learn a new language

●     Build on her knowledge of the English alphabet

●     Use Maya’s hobbies (cooking and tailoring) in word association activities

●     Pair her with other students whenever possible as she has trouble working on her own

●     Role play with daily activity exercises i.e asking for directions, asking for something at a grocery store

●     Provide reading and writing assignments so she can practice at home

●     Encourage her to role play in English at home with her family

●     Find out why attendance is an issue and work with her to find solutions

Persona 2 by Kelley Craig

An Image of the Person	Name: Ruru Lin Age: 6 Newcomer to Canada. Parents moved here from Taiwan 8 months ago.  Parents have intermediate English skills  Ruru has an 8 year old sister who is taking ESL classes as well
Education and Experience	First time in an English-speaking class.  Finished kindergarten equivalent in Taipei.
English Language Proficiency	Parents have taught her to count to 10 and she can recite and write the English alphabet.
Digital Skills	No computer skills but can work an iphone
Learning Strategies	Will need a lot of direction from the teacher.
Cultural Considerations	Was taught to be very respectful of her elders, especially teachers
Motivation and Desires	Wants to be able to speak enough English so she can play with other kids.
Goals and Expectations	Basic English phrases
Obstacles to Success	The fact she's so young could be challenging
Unique Assets	Very happy and friendly child

●     Ruru’s young age can be a challenge.  Lessons should be shorter in time with lots of interaction.

●     Physical activity can be emphasized. i.e. act out scenes, games, playing with other young students

●     Ruru should be encouraged to talk about herself “What’s your favourite colour, favourite animal

●     Build on her knowledge of the English alphabet ‘a is for alligator, b is for bear,’

●     Use pictures often

●     Use choral drilling

Persona 3 by Kelley Craig

An Image of the Person	Name: Tanya Popov Age: 48 Newcomer to Canada; has been here for 10 months. Married with one child.  Child is an intermediate English speaker.  Was an Engineer in Kiev.  Loves cooking, music and celebrity gossip.
Education and Experience	University educated; engineering degree
English Language Proficiency	Beginner.  Knows the English alphabet
Digital Skills	Solid computer and smartphone skills
Learning Strategies	Will need a lot of guidance from the
Cultural Considerations	Very homesick
Motivation and Desires	Wants to know enough English to do average daily tasks without relying on her child for help
Goals and Expectations	Basic English phrases
Obstacles to Success	Easily frustrated when not successful on first try
Unique Assets	Creative and has a great sense of humour

●     Intelligent woman who should be given challenging activities

●     Have her involved in setting her own goals; she will have some control and choice on what she learns

●     Use her interests in cooking, music and celebrities

●     Focus on daily tasks and issues she faces in daily life rather than focusing on particular subjects

●     Easily frustrated so positive encouragement needed

●     Take home activities can be worked on with her son

●      Role play with daily activity exercises i.e asking for directions, asking for something at a grocery store

Persona 4 by Lucia

An Image of the Person	Name: Miki Age: 19 2nd year university student from Japan. Came to Canada 2 months ago to study English. Never been abroad before and did not use English at all in her hometown but has a big interest in learning English.
Education and Experience	Student in university majoring in International Studies
English Language Proficiency	Intermediate; knows more than the average university student in Japan.
Digital Skills	Social media, microsoft
Learning Strategies	Using social media such as Instagram, Twitter, ect to learn English. Frequently watches American movies and listens to English songs.
Cultural Considerations	Has never immersed herself into Canadian culture before
Motivation and Desires	Wants to be able to find a career with international relations one day and to communicate with foreigners in Japan.
Goals and Expectations	To become more than basic conversational English and to pass her TOEFL examinations.
Obstacles to Success	Somewhat shy.
Unique Assets	Speaks in English as much as possible and refrains from using Japanese, even with other Japanese exchange students.

-       Use her interests in social media and to continue speaking as much English with everyone

-        Practice more conversations with her.

-        Provide a non-academic phrase or word at the end of each class. (eg. hang-out, chill, ect).

-        Do more speaking activities like Speech Marathons, Mafia, and tongue twisters.

Persona 5 by Lucia

An Image of the Person	Name: Hundoo Age: 23 College graduate of culinary arts in Korea. Really enjoys playing video games. Moved to Canada 1 year ago to study English. Still has a heavy accent when speaking.
Education and Experience	Prior to immigrating to Canada, had no prior formal education of English.
English Language Proficiency	Beginner
Digital Skills	Online games, microsoft, social media
Learning Strategies	Tries as much as possible to play online video games in English to learn.
Cultural Considerations	Has never immersed herself into Canadian culture before and had no prior education for English. Wants to experience Canadian culture.
Motivation and Desires	Wants to be able to make many English speaking friends to connect with more people around the world, specifically Canadians.
Goals and Expectations	To be able to carry a basic conversation.
Obstacles to Success	Discouraged by not having prior education on English and feels behind. Struggles to speak in English.
Unique Assets	Very good at typing in English online.

-        Role play different scenarios (eg. grocery shopping, ordering at restaurants, greetings, ect.)

-        Practice shadowing to get used to speaking

-        Easily discouraged so provide encouragement and positive feedback as much as possible.

-        Provide flashcards to help him learn vocabulary.

Persona #1 by Jenny Carmona

When discussing this profile with your partners, identify how you can use this information in your planning.

An Image of the Person	Name: Maya Age: 65 Newcomer to Canada (arrived within the last 3 years). Originally from Afghanistan. Lived as a refugee in Pakistan for 10 years. 4 children (adults, the youngest is in college, the oldest is a mechanic in a car shop). Loves cooking. Worked as tailor, continues to provide tailoring services from home. Multilingual. Continue to support participation in speaking activities in the classroom
Education and Experience	First free classes of formal education in first language (Farsi). Reads and writes in a second language (Urdu). Fluent in Pashto.  Continue to support her writing skills and the alphabet. Friendly reminders to write from left to right
English Language Proficiency	Spoken - beginner, acquired from daily interactions. Written - alphabet, own name. Encourage her to write simple sentences and share simple information with her class about her tailoring knowledge.
Digital Skills	Has never used a computer before. Has a cell phone, uses it to call family members
Learning Strategies	Limited, needs guidance from the instructor, has difficulties working on her own Have a volunteer coming to the classroom to work with Maya so the teacher can concentrate with the rest of the students.
Cultural Considerations	Respect towards older members of the community, teacher is viewed as a master and transmitter of knowledge
Motivation and Desires	Would like to learn English to be more independent in daily life (groceries, banking, doctor’s visits) Practice simple dialogues in class. Work in pairs with other classmates or with volunteer.
Goals and Expectations	Learn to read and write independently, progress to the next level by the end of the term Have her make flashcards with the name of household items ie. wall, door, window, curtains, kitchen, etc. she can place this cards around her house
Obstacles to Success	Irregular attendance If she depends on a family member to bring her to school, we can teach her how to take the bus and become more independent. If this is not an issue, then we can give Maya a warning that she cannot miss any more classes or someone else who’s on the waiting list will take her place.
Unique Assets	Acquires oral language quickly, talkative and tries to use English whenever possible If Maya takes the bus to school, this will allow the opportunity for her to practice English more in a different setting. Confidence can build up from this.

Persona # 2 by Jenny Carmona

An Image of the Person	Name:  Zainab Age:  33 Conventional refugee from Syria. Single mother with 5 children. Children’s age ranging from 4 - 13.  children are in EAL classes. Family lived in a refugee camp in Syria for 7 years. L1 Arabic  and Turkish. Connect her with an English class that offers child minding so she can bring her youngest child.
Education and Experience	She’s nonliterate in her own language. She has limited numeracy knowledge. Practice pencil and paper skills. Teach writing from left to right.
English Language Proficiency	Speaks no English. She doesn’t know how to write her own name. Introduce her the letters of her name, full name, and alphabet.
Digital Skills	Doesn’t know how to operate a computer. Has a cell phone to call family and friends Uses pictures of  people for her contacts.
Learning Strategies	Requires intense support - almost one on one. She tries to practice speaking English with children. Having a volunteer in the classroom to support her is very helpful. Children willing to practice with her at home
Cultural Considerations	She is Muslim and won’t sit beside a man in class. Have pre-arranged sitting before the students arrive to class.
Motivation and Desires	Wants to learn how to read and write. Practice printing at home - booklet with meaningful words for example it can be her name and the name of her children.
Goals and Expectations	Be able to communicate in English basic information such as name, address, phone number. Oral practice with classmates on personal information
Obstacles to Success	She feels alone and does not know how or to whom ask for support Find a connection with another female classmate
Unique Assets	Willingness to learn and attends classes regularly Praise her for her commitment to school

Persona #3 by Jenny Carmona

An Image of the Person	Name: Sandra Age: 42 Born Canadian, but family returned to Venezuela when Sandra was 3 years old. She is married with 2 children. Children in EAL program. Family speaks very little English, including Sandra. Not working. Had a family business in Venezuela. Provide her with online conversation English classes and free conversation circles in the city
Education and Experience	Bachelor’s Degree in her country. No previous work experience Aspiring to take a short term career once her English level improves
English Language Proficiency	CLB 2. Influenced by L1 Spanish Provide more opportunities for speaking activities in the classroom - daily life activities
Digital Skills	Basic computer knowledge, frequently uses Facebook, knows how to browse the internet, and communicates through Whatsapp with family and friends. Provide her with Youtube videos for her to practice English at home
Learning Strategies	She searches for information about English classes, watches t.v. in English, practice English at home with her family Provide her with useful websites to practice her English skills.
Cultural Considerations	She is Canadian born, but never lived in Canada until now. Teach the class a unit about Canada - Provinces, symbols, National Anthem, etc.
Motivation and Desires	To feel 100 % Canadian and to learn English quickly.
Goals and Expectations	For a short term goal, she is looking for a job where she can use her current level of English with the expectation to improve in this area and advance and develop her personal growth. Teach the class basic job search skills, bring newspapers to the class - read the classifieds
Obstacles to Success	No access to free English classes for being Canadian citizen. Find a volunteer job with her area of interest.
Unique Assets	Highly motivated learner, always looking for resources. Have practice material always available