EDUCATION AND TRAINING
LEARNER PROFILES
Learner Profile: STUDENT
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Student’, watch the video below.
Video transcript
Mario, student of Mechanical Engineering, aged 22
“Everybody knows that English is very important. When I finish my studies and start looking for a job, I need to have English in my CV. Well, feel my English is not that good. They say that when you are young, there is time to learn, but it’s not easy. There are many other things to do, to prepare for the exams and study. And my schedule can be very complicated, difficult to fit in a language course… I often need English for my projects at the faculty, and I often get help from my colleagues. I like to travel and meet new friends in my life, and I think that without good English this is also very difficult. I think I can understand a lot when I listen to a conversation or when I watch a film for example, but reading a science text can be very difficult.”
SECTION TWO: Description
Read the description of the Learner Type ‘Student’, then answer the two reflection questions.
As with any other learner profile, the social role performed by the learner is very important. It provides the key to understanding the motivation factors, strengths and limitations to the learning process.
A typical student is a well-organsied learner, capable of making an own learning strategy. Students are also typically highly motivated and recognise the benefits of good standard of English. They will be familiar with a range of learning techniques and formats, including digital learning.
Academic reading and writing can be a challenge, mostly due to the conventions and style. On the other side, the vocabulary and the abstract concepts related to a certain academic area are often something that a student is familiar with.
Since students tend to be active in social media and communication, and also have vivid interest in a range of topics, this can be used as an additional source of language learning and practice.
Reflection questions for teachers:
1. What kind of written communication might a traveller have to engage in?
2. Name three situations where they might have to listen and understand spoken English?
Now check the possible answers:
1. As regards written discourse, students might have to compose an email, a piece of academic writing following the norms and standards applied by the school. They also may have to be able to read and use information from academic writings or books.
2. Participating in a group project or in an informal conversation with colleagues etc., or listening to a lecture and giving a presentation might be some of the more challenging contexts demanding the use of listening and speaking .
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the Student, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Science project desk research
Scenario No.1:
“This autumn I was assigned a place in a group science project at the faculty. My task was to research several written sources on the topic. It was very difficult and I had to use the online translation a lot. I often had to check with my colleagues who speak very good English. In the end, it was successful and I even think I improved my English a bit. Still, I wish I could understand more of what I read.”
FUNCTIONAL CONTEXT 2:
Ordering food in a restaurant
Scenario No.2:
“Recently, we had a student exchange meeting. We were the hosts for a group of German colleagues. It was rather difficult for me to participate in the general conversation, to explain some details about our system of studies, how the exams work and similar.”
Methodology tips
- Using authentic materials is definitely encouraged, such as pieces of authentic reading materials, lectures, etc.
- Help the learners to set their own learning goals and encourage them to develop their own learning strategies.
- As the learner profile, students are highly independent learners and task-based learning might work very well.
- Engage the learner in role-playing activities, such as giving a short presentation with a focus on preparation, organisation and delivery, with error correction taking place later in the process
- Provide constructive feedback to help the learner improve their language skills.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Student’ subtypes presented here.
SUBTYPE A:
ACADEMIC OR EVERYDAY ENGLISH
Discrepancy between academic and everyday English: Academic norms and conventions may get in the way and hinder learning progress. Students may be caught mid-way between their functional knowledge of everyday English and the challenges of the academic/expert style of their field of study. It is important that they understand the specific requirements of style, register and conventions and be able to use them in their academic explorations.
SUBTYPE B:
STRUCTURE BEFORE FLUENCY
A frequent type of learner is the one that feels insecure in spontaneous real-time communication, in contrast with a high level of efficiency when it comes to understanding and using written academic sources, or even when it comes to composing academic writing.
SUBTYPE C:
CERTIFICATE BEFORE FUN
Often highly aware of the importance of formal qualifications, students as ESL learners may be strongly driven by a prospect of a recognised certificate which they can use in their future job applications.
This motivation can be a deciding factor in their sustained progress towards the target (CEFR) level.
Learner Profile: VET STUDENT
SECTION ONE: Testimonial
Before reading the description for the Learner Type, watch the video below.
Video transcript
Peter, student of VET School of Tourism, aged 18
“They say it is important to know English and it is easy to learn it. Well, I know it is important, but it is not easy to learn it. At least I find it difficult. When I watch films or listen to songs, I can say that I understand a lot. But I am not good at making a conversation. We have English at school, but it is often about grammar. I am good at grammar, but I do not have a chance to speak. This year I had professional practice in the hotel. I had a chance to serve some guests who were speaking English. It was not a problem for me to understand and I was prepared to tell the names of the dishes in English, but it was much more complicated than that. They asked me some questions about the food and I got confused. I did not give good answers. I get confused when the conversation is fast and when I have to answer a question that I am not prepared for. I would like to learn more English because I could get a better-paid job in the future and I could work in some top restaurants. Also, I may decide to go on with my studies and get a qualification in restaurant management, but I will need better English for that.”
SECTION TWO: Description
Read the description of the Learner Type ‘VET Student’, then answer the two reflection questions.
For VET students, there is a very thin line between their role of as students and their future role as a worker in the chosen field. In the sector of services, for example, they are typically engaged in interaction with the customers, so that the communication is normally linked to the concrete service that is provided.
However, each of these situations is also a social occasion abundant in some typical functions such as small talk, responding to a general enquiry, or giving advice.
For a VET student, it is therefore very often important to be able to use functional English within the familiar work-related context, but also outside it, in the related area of general interest or local topics.
Depending on the vocation, the importance of specific channels of communication such as writing an email or making a phone call can be more or less present, inevitably with some in-depth development of the corresponding vocabulary.
It may be worthwhile paying special attention to the effective use of functional language such as asking for and providing information and explanation, making and responding to an enquiry, etc.
Reflection questions for teachers:
1. What kind of written communication might a VET student have to engage in?
2. Name three situations where they might have to listen and understand spoken English.
Now check the possible answers:
1. They might have to write emails, reports, and proposals. Also, they might have to fill in forms or assist in filling forms, for example.
2. They might need to engage in a conversation about their area of expertise, such as a service or product. Telephone conversation is one of the standard forms of the spoken interaction, as well as giving a short presentation, responding to an enquiry, or asking questions to obtain some additional information.
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the VET Student, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Dealing with a visa request
Scenario No.1:
“It happened during the professional training at the restaurant. I was serving a table with a group of English-speaking guests. Everything was going fine until I was asked to provide some tips on the local events and places of interest. I wasn’t able to do it at all, it was very frustrating. I was struggling to find the words and at the same time, I got blocked. I was too afraid I might make a mistake.”
FUNCTIONAL CONTEXT 2:
Ordering food in a restaurant
Scenario No.2:
“In the restaurant where I was taking my professional practice, I had to respond to an email asking to book a table for dinner. I thought it would be easy, but then I realised that I did not know how to open and close my email. I also had to ask for clarification about the number of guests and I found it difficult to formulate my question.”
Methodology tips
- The use of authentic materials and real-life scenarios is always a good idea
- In practicing communication with your learner(s), limit the error correction so that it does not interfere with the student’s production; alternatively, postpone it for the final feedback after the production task
- VET is a wide area where Task-Based Learning and Teaching can give very good results; Try to work out a plan that will make the best use of TBLT
- Introduce real-life scenarios and engage the learner in role-playing activities, but also look for every opportunity to expand on these by moving out of the textbook model
- Developing awareness of functions in communication (describing, contrasting, asking for information, making requests…) and a degree of formality can be very useful
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘VET Student’ subtypes presented here.
SUBTYPE A:
EXPERT IN THE FIELD
A common subtype of a VET student profile of English learner will have a vast knowledge in the field of expertise, which is often combined with a thorough knowledge of key concepts (even some very complex ones), which may stand in contrast with limited fluency in expression or communication. This is not necessarily a bad starting point, because there are ways to turn the ‘passive knowledge’ into a real advantage in learning.
SUBTYPE B:
WORK OR STUDY?
The wide area of VET opens different work opportunities, but also for further study. In this context, learners faced with this dilemma are often unsure of their learning goals when it comes to English as a Second Language. Taking some time to think about the short-term and long-term goals is often worth the effort of this type of learner.
SUBTYPE C:
DIGITAL EDGE
Digitalisation is inducing some radical changes in virtually all VET-related industries, and the digital aspect is essentially important in modern communication. Consequently, learning how to effectively use English in modern communication is crucially important. When making a learning plan, it is important to determine how much the effect of learning will depend on the corresponding use of digital technology.