IN THE CITY
LEARNER PROFILES
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Social Event Goer’, watch the video below.
Video transcript
Hey there! I'm Sam. You know, I'm all about soaking up the vibrant energy of a city and connecting with people from all walks of life. Whether it's a lively music festival, a cultural exhibition, or just a cozy coffee shop, I'm there, ready to dive into the heart of it all. For me, it's not just about attending events; it's about being part of something bigger. Every interaction, every smile, and every story shared makes the city feel like home. I've found that there's a special kind of magic in connecting with locals and travelers. Whether I'm checking out an art gallery, savoring street food, or attending a great concert, every moment is a chance to learn, grow, and be a part of the city's experience. And you know what? Learning the local language has been a game-changer. Being able to ask for directions or strike up a conversation opens up doors to incredible experiences. Trust me, the city has so much to offer, and there's a whole world out there waiting to be explored.
SECTION TWO: Description
Read the description of the Learner Type ‘Social Event Goer’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical Social Event Goer is an individual who thrives on participating in various social and cultural activities, immersing themselves in the city’s vibrancy, and connecting with people.
So, what constitutes a profile of a Social Event Goer when it comes to learning and using English as a second language?
When it comes to effective communication in English, a Social Event Goer encounters a range of situations that may not be covered by conventional language learning resources.
These scenarios are diverse and encompass skills beyond those found in traditional language courses. They involve:
- engaging in conversations about events
- navigating event logistics
- expressing excitement or enthusiasm
- extending invitations in a warm and welcoming manner.
In the realm of online and offline interactions, both written and spoken communication play vital roles. The topics and vocabulary covered can be incredibly varied, spanning from discussing upcoming events to sharing experiences and opinions on cultural attractions.
For a Social Event Goer, mastering the art of using appropriate language and expressions while writing event-related posts is crucial.
Moreover, an equally important aspect is mastering functional language. This includes:
- effectively asking for and providing information about events
- understanding and utilizing event-related jargon
- conveying emotions and experiences through written and spoken interactions.
Developing the ability to connect with others, whether online or in person, by using inviting language is key for a Social Event Goer to truly engage in the city’s social and cultural fabric.
Reflection questions for teachers:
1. What strategies can be employed to empower Social Event Goers to use functional language effectively, such as asking for event information?
2. How can language instruction for Social Event Goers support the development of soft skills like online empathy and tolerance, which are crucial for building meaningful connections during social interactions?
Now check the possible answers:
1. Provide learners with examples of commonly used phrases for asking event-related questions, making suggestions, and expressing preferences. Encourage critical thinking by presenting authentic scenarios where they need to identify credible sources of information amidst online content.
2. Design tasks that require students to engage in online discussions about events, fostering an environment where they practice constructive feedback and consider diverse perspectives.
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 Social Event Goer, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Seeking event details
Scenario No.1 – Unveiling the Concert Details:
“You know, last week I was on a mission. There was this incredible concert coming to town, a band I love. The thing is, I had no clue about ticket prices, the date, nothing. So, I dove into internet research mode. It was like a maze of conflicting info. Some said Friday, others Saturday. Ticket prices were a guessing game. I scoured fan forums, read discussions – I was on a quest. It’s funny how the hunt for info became an adventure in itself. After a lot of searching, I struck gold with an official post from the band’s social media. Clear date, affordable tickets, and even a seating plan. Victory! I booked tickets feeling like a champion.“
FUNCTIONAL CONTEXT 2:
Understanding event-related jargon
Scenario No.2 – Decoding Event Jargon:
“I’ve always had a deep appreciation for theatre, the artistry, and the performances. However, the myriad of specialized terms surrounding theatre events used to confound me. The first time I attended a play, terms like “proscenium” and “soliloquy” felt like a foreign language. Determined to fully comprehend this world, I delved into researching theatre terminology, watching documentaries, and conversing with seasoned theatregoers. With each play I attended, my understanding grew, enriching my theatre experiences by allowing me to appreciate the finer details of lighting, stage design, and performance styles.”
Methodology tips
- Create immersive role-play scenarios that mimic real-life social event situations. Provide learners with event-related prompts, such as inviting a friend to a concert, discussing a recent art exhibition, or sharing their thoughts on a cultural festival. Encourage them to engage in these scenarios through written or spoken communication
- Compile a toolbox of event-specific language resources for learners. Include a range of phrases for expressing interest, asking questions about events, making plans, and sharing experiences. Provide examples of how to offer opinions on various types of events and how to navigate event logistics.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the two ‘Social Event Goer’ subtypes presented here.
SUBTYPE A:
Grammar Geek
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid assimilation of online information, the ‘’last minute’’ pressure appears and the ability to correctly perceive becomes difficult.
SUBTYPE B:
Proficient Observer
Skilled at reading but with barriers at writing: this subtype of the Social Event Goer can be quite fluent in most reading situations (leaflets, timetables…), but may find it difficult to cope with writing tasks (reviews, posts…)
SUBTYPE C:
Conversational Connector
This type of social event goer excels in face-to-face conversations and interactions. They are adept at engaging in spontaneous dialogue and building connections through verbal communication. However, when faced with written forms of expression, such as composing thoughtful messages or event summaries, they may experience challenges in translating their conversational fluency into written communication.
Learner Profile: TRIP PLANNER
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Trip planner’, watch the video below.
Video transcript
Hi! I’m Patricia. Even though I may not be a professional trip planner, I'm the one friends, family, colleagues, and acquaintances turn to when it comes to organizing and planning trips. I enjoy creating detailed itineraries, researching transportation options, and finding the fastest routes to various destinations as well as the best deals. I'm not just about planning; I'm also about learning. I love finding things online, reading schedules, and creating itineraries that fit everyone's preferences. And English? Well, it's my passport for this trip. English helps me access so much information. It allows me to research destinations, read about events and sights, and make bookings with ease. So, if you are like me – someone who likes having things organized in advance and making sure all goes according to plan – start learning English, it will help you with logistics but also in creating memories.
SECTION TWO: Description
Read the description of the Learner Type ‘Trip planner’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical Trip planner is an individual English language learner who thrives on organizing meetings, gatherings, and travel experiences for themselves, friends, family, etc.
So, what constitutes a profile of a Trip planner when it comes to learning and using English as a second language?
Trip planner’s language learning is connected to their everyday experiences. They focus on acquiring vocabulary related to event planning, travel logistics, online research, and scheduling.
The trip planner has a need for a practical approach to language learning. They engage in tasks that are connected to their real-life responsibilities, such as:
- reading about locations
- discussing travel plans with friends
- communicating with the locals.
Patricia values language resources that fit her immediate needs, making use of websites, apps, and communication platforms to enhance her language skills.
Trip planner’s primary language learning goal is to communicate effectively in English within their organizing role. They aim to read and understand travel details and transportation schedules with ease. Their final goal is to enhance language proficiency to a level where they can create seamless and enjoyable experiences for themselves and the people around them.
Reflection questions for teachers:
1. What strategies can be employed to empower Trip planner to use functional language effectively, such as finding information about transportation?
2. How can language instruction for Trip planner support the development of soft skills like communication and adaptability?
Now check the possible answers:
1. Simulate real travel situations where Trip Planners need to find transportation information online. This can include searching for train schedules, flight options, or bus routes.
2. Encourage learners to engage in group discussions on travel-related topics. This helps them improve their communication skills, learn from diverse perspectives, and adapt their communication style to different audiences.
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 Trip planner, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Researching routes online
Scenario No.1
“Imagine you’re planning a day of exploration for you and your friends in a new city. You need to find the most efficient metro and train routes to connect famous landmarks you want to see. Having strong English language skills helps you navigate websites and apps that give you information about transportation, allowing you to organize a smooth journey.”
FUNCTIONAL CONTEXT 2:
Navigating through narrow streets
Scenario No.2
“You’re leading your family on a walk through the charming, historic district of a new town. The narrow streets are full of picturesque houses and hidden shops. Having strong English language skills enables you to communicate effectively with the locals, ask for directions and share some fun facts. It ensures that your family has an enjoyable journey as you explore these quaint, pedestrian-friendly streets on foot.”
Methodology tips
- Create practical exercises that mirror real-world trip planning scenarios. Encourage learners to plan hypothetical trips, considering transportation options, accommodations, and activities.
- Include vocabulary and phrases for researching travel details, booking accommodations, discussing itinerary options, and addressing common travel challenges.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the two ‘Trip planner’ subtypes presented here.
SUBTYPE A:
Linguistic Precisionist
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid assimilation of online information, the ‘’last minute’’ pressure appears and the ability to correctly perceive becomes difficult.
SUBTYPE B:
Visual Navigator
Skilled at reading but with barriers at listening and speaking: This subtype of trip planner is proficient at interpreting visual information such as maps, schedules, signs and symbols, excels in planning routes, understanding city layouts, and utilizing visual aids for trip organization. However, they may face challenges when interacting in real-time situations where spoken language is crucial, such as asking for directions, seeking information from locals or booking tickets.
SUBTYPE C:
Tech-Savvy Planner
This type of trip planner is adept at using technology for various aspects of travel organization. Proficient in navigating online platforms, using travel apps, and leveraging digital tools for itinerary planning. However, they may encounter challenges in face-to-face communication, such as asking for local recommendations or seeking information from people directly, where relying solely on digital means may not be sufficient.
Learner Profile: LOCAL GUIDE
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Local guide’, watch the video below.
Video transcript
"Hey! I'm Lucy, your local guide to this beautiful city. You know, exploring a city isn't just about visiting the famous sights; it's about discovering its hidden treasures, connecting with the culture, and sharing memorable experiences. My role is to share information about the city, but not only that. It is to share its spirit. To tell people about its cultural and historical values, to suggest exciting activities, and to show them exciting events. And English, English helps me with that. It allows me to welcome visitors, to make them feel at home. With English, we're not just communicating; we're building connections. I can help you navigate the streets, order local food with confidence, and introduce you to the locals."
SECTION TWO: Description
Read the description of the Learner Type ‘Local guide’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: Local guide’s primary language learning goal is to communicate in English to convey the essence of his or her city’s cultural and historical heritage. He or she wants to guide travelers with clarity, fluency, and cultural sensitivity. Local guide wants to make every visitor feel welcomed, and at home, regardless of their language or background.
So, what constitutes a profile of a Local Guide when it comes to learning and using English as a second language?
When it comes to effective communication in English, a Local Guide encounters a range of situations that may not be covered by conventional language learning resources. These scenarios are diverse and encompass skills beyond those found in traditional language courses. They involve:
- engaging in conversations about different sights
- talking about local traditions
- giving recommendations, etc .
Moreover, an equally important aspect is mastering functional language. This includes effectively welcoming and promoting inclusion, promoting events and activities, offering recommendations, describing local attractions as well as answering questions.
In the realm of local guide’s interactions, both speaking and listening skills play a vital role. Even though we consider guides as people who find themselves in situations where they need to describe the city’s landmarks and attractions to travelers, they also need to actively listen to the visitors’ questions and needs. Their language skills are integral to achieving her goal of welcoming people from diverse backgrounds and fostering connections between cultures.
Reflection questions for teachers:
1. What strategies can be employed to empower Local Guide to use functional language effectively, such as giving recommendations or describing local attractions?
2. How can language instruction for Local Guide support the development of soft skills like empathy and tolerance, which are crucial for building meaningful connections during social interactions?
Now check the possible answers:
1. Provide learners with authentic materials like brochures, travel guides, and online resources in English. Encourage them to analyze and adapt this content for their interactions with tourists.
2. Incorporate cultural awareness modules into language instruction. This helps guides understand and appreciate diverse backgrounds, fostering empathy and tolerance. Organize interactive workshops that simulate interactions with travelers from different cultures. Guides can practice active listening, empathy, and tolerance in these scenarios.
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 Local guide, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Recommending a nearby restaurant
Scenario No.1
“I was guiding a group of people who wanted to explore local cuisines and they were interested in restaurants nearby. After the tour, they were hungry for some authentic meals. I needed to suggest places that serve traditional dishes and explain the specialties and ambiance of the restaurants, all in English. I also had to ask about dietary restrictions and preferences so I could tailor my recommendation to their needs.”
FUNCTIONAL CONTEXT 2:
Describing local attractions
Scenario No.2
“I was guiding a family through the historic centre of the city. We are in front of a famous landmark and I need to explain everything about its features, about its historical background, about its importance today. It requires a wide range of language knowledge, lots of adjectives, and the use of present and past tenses. I also need to listen to their questions attentively and answer them in a clear and simple way.”
Methodology tips
- Create role-play scenarios that mimic real-life situations where guides answer questions from travelers about local attractions in English. This practice helps them become more fluent and confident. Your students can also participate in storytelling workshops, where they learn how to narrate interesting stories about the landmarks.
- Compile a toolbox of relevant language resources for learners. Include a range of phrases for describing, welcoming, recommending, and sharing experiences. Provide examples of how to encourage people to participate in local events and take part in fun activities.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the two ‘Local guide’ subtypes presented here
SUBTYPE A:
Grammar Geek
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid assimilation of online information, the ‘’last minute’’ pressure appears and the ability to correctly perceive becomes difficult.
SUBTYPE B:
Scripted Interpreter
Skilled when prepared but lacks spontaneity when engaging in communication with others. While well-versed in describing local attractions and offering recommendations when information is readily available, there may be room for further development in improvising and adapting language to unexpected situations or traveler preferences.
SUBTYPE C:
Fluent Conversationalist
This type of local guide excels in fluid, real-time conversations with travelers. They possess strong speaking and listening skills, making interactions with visitors enjoyable and dynamic. However, they may encounter challenges when it comes to providing detailed written information or explanations, and their writing skills may not match the level of their spoken communication.
Learner Profile: VISITOR
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Visitor’, watch the video below.
Video transcript
Hi there! I'm a visitor in this amazing city, and I've got a lot to explore. From finding my way through the streets to chatting with friendly locals and experiencing the rich culture, English has become my trusted companion on this adventure. You see, knowing how to ask for directions in English has opened up a world of possibilities for me. It's not just about finding the next tourist hotspot; it's about immersing myself in the city's heartbeat. When I enter a local restaurant and confidently order in English, it really helps me enjoy authentic flavors and connect with the people who make this city special. And those guided tours? Well, understanding the tourist guides in English adds a new dimension to my experience. It's like I'm uncovering new stories that this city has to tell all the time.
SECTION TWO: Description
Read the description of the Learner Type ‘Visitor’, then answer the two reflection questions.
Visitors in a city have a strong motivation to learn and use English as a second language to facilitate their travel experiences. They aim to make the most of their journeys by effectively communicating with locals, asking for directions, understanding tourist guides, and enjoying the city’s culinary scene.
So, what constitutes a profile of a Visitor when it comes to learning and using English as a second language?
The primary goal of a Visitor in a City is to develop practical English language skills that enhance their travel experiences. They aim to:
- communicate effectively
- navigate the city
- immerse themselves in the local culture.
Visitors primarily engage in practical language learning contexts, focusing on the following situations. They need to navigate the city efficiently, which involves:
- asking for directions
- understanding maps
- inquiring about public transportation routes
They also require the ability to communicate with transportation staff to:
- purchase tickets
- receive travel information
- ensure a smooth commute
Visitors seek to explore local cuisine, they need the skill to find places to eat and:
- communicate with restaurant staff
- place orders
- inquire about menu items
Finally, they engage in guided tours and cultural experiences, so understanding tourist guides and actively participating in these activities is vital.
The Visitor in a City is a language learner with a distinct focus on practical language skills that allow them to fully engage with the city.
Reflection questions for teachers:
1. What strategies can be employed to empower Visitors to use functional language effectively, such as asking for directions?
2. How can language instruction for Visitors support the development of soft skills and cultural awareness to ensure respectful interaction with the locals?
Now check the possible answers:
1. Provide learners with examples of commonly used phrases and engage learners in realistic, location-based language scenarios. Provide maps, ask them to plan routes, and practice asking for directions in English.
2. Organize workshops that introduce travelers to the local culture, customs, and etiquette. Include discussions on cultural norms, greetings, and respectful behaviors.
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 Visitor, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Engaging in a guided tour
Scenario No.1
“I’m in a new city and eager to explore its historical and cultural sites. I decided to book a guided tour to learn more about the local attractions. I need to approach a tour guide, ask questions about the tour in English, book my spot, and engage in the tour itself.”
FUNCTIONAL CONTEXT 2:
Ordering food
Scenario No.2
“I walk into a cozy local restaurant, excited to try authentic cuisine. I need to interact with the restaurant staff in English, inquire about menu items, make an order, and ask for recommendations. I must ensure I get the dish I desire, understand any dietary considerations, and engage in a pleasant dining experience.”
Methodology tips
- Start by introducing vocabulary related to guided tours, such as key landmarks, historical terms, and tour-related phrases. Provide learners with a glossary to expand their tour-related language.
- Incorporate real-life scenarios where learners research local tour options online or visit tour agencies to practice inquiring about tours.
- Use restaurant menus for role-play and practice. Learners can take turns being customers, ordering dishes, and staff, helping them become comfortable with the menu-related language.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the two ‘Visitor’ subtypes presented here.
SUBTYPE A:
Grammar Enthusiast
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate functional language, the ‘’last minute’’ pressure appears and the ability to correctly perceive becomes difficult.
SUBTYPE B:
Tech-Challenged Visitor
Visitors in a city must not underestimate the importance of digital skills when making arrangements. As we embark on our journeys, various aspects of trip planning increasingly depend on digital tools and platforms. Whether it’s booking a table or a tour or efficiently navigating through cities with online maps, the demand for digital skills has become indispensable for enhancing our travel experiences.
SUBTYPE C:
Vocabulary Voyager
This type of visitor possesses a rich vocabulary but may struggle with grammar rules and sentence structure. Their ability to express ideas and convey nuanced meanings through a diverse range of words is commendable. However, they may encounter challenges when it comes to constructing grammatically accurate sentences and organizing thoughts cohesively.
Learner Profile: SOCIAL EVENT GOER