IN MY NEIGHBOURHOOD

LEARNER PROFILES

Learner Profile: CAREGIVER

SECTION ONE: Testimonial

Before reading the description for the Learner Type ‘Caregiver’, watch the video below.

Video transcript

My name is Helena and I am 34 years old. I have recently moved to Bogota, Columbia on a secondment contract. My contract is for two years, so I have moved here with my two children, Luka and Lara. At the moment, I am learning Spanish, but I am only a beginner. So I still use English in my contact with the world outside my home. My colleagues in the office are really nice and they help me a lot. For me, the most difficult is when I need to go out to public service for different documents or formal arrangements. Before I came here, I was only thinking about my new office and how I must improve my English for work. I did not have an idea how much I was going to need English outside the office, in contact with public services and official administration. For example, …

SECTION TWO: Description

Read the description of the Learner Type ‘Caregiver’, then answer the two reflection questions.

To start with, let us take a look at the social role performed by the learner: A typical Caregiver is someone with a responsibility to provide support and take care of a member of the family or another individual who needs help in dealing with various public, administrative, or social requirements.

So, what makes a profile of a Caregiver when it comes to learning and using English as a second language?

When it comes to effective communication in English, a caregiver is usually faced with a series of situations that are not part of a standard coursebook for English learners.

These situations are quite diverse and include among other things:

registering a place of residence
taking care of the bills and payments
enrolling in a course or a school
applying for and obtaining different documents, lease arrangements, licences and permissions, etc.

In terms of communication, written as well as spoken interaction are of equal importance, while the range of topics and vocabulary can be extremely diverse, as well as the type of counterpart in communication, i.e. the person on the opposite side of the communication line.

For a caregiver, it is therefore often important to learn how to use the language and words in conjunction with non-verbal communication skills, such as problem-solving, soft skills, or mediation skills.

However, what is probably equally important is 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 Caregiver have to engage in?

2. Name three things that a caregiver might have to do in speaking.

Now check the possible answers:

1. Write an email to the school, local club, etc.
2. Discuss options for the child’s school, check the availability of medicines at the local doctor’s office or pharmacy…

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 Caregiver, then check the methodological input in the form of tips for teachers.

FUNCTIONAL CONTEXT 1:

Dealing with school administration

(enrolling a child in school)

Helena’s story No.1:

“In the end, I managed to get my two kids into school. But it was very difficult. I had all the documents, of course. I was prepared for that, but there were situations for which I could not be prepared. For example, it was very difficult to choose the elective courses for my children, such as art, sport or civics. The interview with the head teacher was very difficult for me.”

FUNCTIONAL CONTEXT 2:

Enrolling in a language course

Helena’s story No.2:

“Another thing that was difficult for me was to start a Spanish course at the local language school. I tried to register online, but it was too confusing. I decided not to write an email, but to go to the school directly. The conversation did not go well for me, because it was difficult to understand all the details. In the end, however, with the help from my colleagues from the office, I managed.”

Methodology tips

It is best if receptive (reading/ listening) skills are combined with productive (speaking/ writing). So for example, if you are preparing for an interview to choose a language course, it might be best to practice writing an email first, and then try to present the key points in speaking
For a Caregiver, focusing on how to use the so-called ‘linking’ phrases, i.e. non-functional language in a conversation might be a good strategy. For example, sentences like ‘What do I need to do?’, ‘Correct me if I am wrong’, ‘What would you suggest..?’ etc. can be very useful to structure communication.

SECTION FOUR: Subtypes

Each basic type of learner typically has different subtypes. Look at the three ‘Caregiver’ 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 …

SUBTYPE B:

MASTER OF INFORMALITY

Skilled in informal but incompetent in formal situations ….

SUBTYPE C:

DIGITAL NOVICE

Digital incompetence …

Learner Profile: PARENT

SECTION ONE: Testimonial

Before reading the description for the Learner Type ‘Parent’, watch the video below.

Video transcript

Hi, I am Isabella. As a parent of two children who moved to the United States from Cuba, I know just how difficult it can be to have the English language block. When we first arrived in the U.S., it was so hard to communicate with our children’s teachers and other parents. We often felt isolated and alone. But over time, we learned that there are many resources available to help families like ours. There were several courses that you could apply for, study without the teacher and on your own time. Practice vocabulary and phrases, and listen to people speaking in the English language. Using English in practical, everyday situations proved helpful and we worked with our children’s teachers to find ways to communicate more effectively. Today, our family is doing much better in our new home, and I am proud of everything we managed to do.

SECTION TWO: Description

Read the description of the Learner Type ‘Parent’, then answer the two reflection questions.

To start with, let us look at the social role performed by the learner: Some of the social roles of a Parent include creating a safe and loving home environment, providing opportunities to develop emotional, social, and cognitive skills that will serve them throughout life, providing food, clothing and shelter, ensuring that their children are vaccinated, protecting them from harm. What is also very important for the role of the Parent is that the children see their parents as equally competent and confident in a range of situations when they communicate in English. We must remember that no parent wants to appear as incompetent, lacking or insufficient in his or her child’s eyes.

So, what makes a profile of a Parent when it comes to learning and using English as a second language?

Parents who are learning English as a second language can have different profiles depending on their background and learning experience. However, some common characteristics of parents who are learning English as a second language include:

They may have limited proficiency in English, which can make it difficult for them to communicate with their children’s teachers and other parents.
They may feel isolated or excluded from their children’s school community due to language barriers.
They may be motivated to learn English to better support their children’s education and future opportunities.
They may benefit from resources such as support groups for non-native speakers and language classes.
They may be reluctant to engage in full-scale communicative language learning, resorting to the safety of “grammar knowledge”.

The most important thing for a parent who is learning English as a second language is to have access to resources and support that can help them improve their language skills.

A parent may benefit from practicing English regularly with their children at home. Furthermore, focusing on their child’s interests when choosing materials and activities can be very useful.

Praising effort and encouraging children to take risks when learning English is one way to ensure successful language acquisition and overcoming language barriers. Also, it is a great idea to engage in authentic and meaningful partnerships with their children’s schools to support their children’s education.

Reflection questions for teachers:

1. What kind of written communication might a Parent have to engage in?

2. Name three things that a Parent might have to do in speaking.

Now check the possible answers:

Answer 1.

Writing emails to their children’s teachers or school administrators.
Filling out forms and applications related to their children’s education.
Writing notes or messages to their children’s teachers or other parents.
Reading and responding to school newsletters or other written communications.

Answer 2.

Speaking with their children’s teachers or school administrators.
Participating in parent-teacher conferences or other school meetings.
Communicating with other parents at school events or activities

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 Parent, then check the methodological input in the form of tips for teachers.

FUNCTIONAL CONTEXT 1:

Presenting oneself to include national, cultural, etc. background

Scenario No.1:

“When I first arrived in the U.S., I struggled to communicate with my children’s teachers and other parents. But over time, I learned that by sharing my own experiences and perspectives, I could help others understand more about my culture and background. Today, I am proud to be able to speak English fluently while also celebrating my Cuban heritage.”

FUNCTIONAL CONTEXT 2:

Making appointments: Prepare written communication related to problem-solving around scheduling conflicts

Scenario No.2:

“As a parent who is learning English as a second language, I know how challenging it can be to communicate effectively with my children’s school when scheduling conflicts appear. However, by taking the time to write clear and concise emails to my children’s teachers and school administrators, I have been able to resolve scheduling conflicts quickly and efficiently. I have found that it’s helpful to be specific about the nature of the conflict and to propose potential solutions that can help everyone involved.”

Methodology tips

One of the most effective ways is to use the communicative approach. This approach focuses on communication and interaction between the teacher and the students. It emphasizes the use of authentic materials such as newspapers, magazines, and videos.
Another effective way is to use task-based learning. This approach involves giving students tasks that require them to use English in real-life situations. It is a student-centered approach that encourages students to work together and learn from each other.
It is important for this profile of learner to continually develop strategies for independent progress in learning/effective use of English. These strategies may differ from one individual to another and involve the use of different sources (reading authentic materials, watching films or listening to music, online communication in English…), but they should lead to achieving long-term goals of independent use of language. The role of the teacher here is to provide constant feedback and guidance.

SECTION FOUR: Subtypes

Each basic type of learner typically has different subtypes. Look at the three ‘Parent’ subtypes presented here.

SUBTYPE A:

CANNOT REPLY

A parent might be someone who has previous experience in learning English, however, they lack speaking and communication skills. They were exposed to English through their education or their children’s education, but do not have practical language usage. Also, they may possess below-average digital skills when it comes to learning.

SUBTYPE B:

EAGER BEAVER

A parent who is very motivated to improve language-wise because of their children’s well-being abroad, employed but with a not-so-flexible timetable dedicated to learning due to many job obligations. They are educated and willing to learn language through online and digital resources since it is most convenient and time efficient.

SUBTYPE C:

BLUE COLLAR

A person seeking employment with secondary education, not very motivated to learn a language due to the lack of previous positive experience in language learning. Possesses low digital skills but has the support of family when it comes to mastering a language or overcoming the barrier.

Learner Profile: NEIGHBOUR

SECTION ONE: Testimonial

Before reading the description for the Learner Type ‘Neighbour’, watch the video below.

Video transcript

My name is Marta, I am from Slovakia but I live in Australia for 5 years, I am 32 at the moment. I had very little knowledge of English and struggled to communicate with others. I felt lonely from my neighbours and couldn’t have good relationships with people. I had language barrier I experienced feelings of anger, nervousness, and stress. Also, it was difficult for me to find work. Determined to improve my situation, I started an English language class at a local community center. I worked hard and practiced every day, and soon I began to see results. I was able to communicate more effectively with others and felt more confident in my ability to adapt to my new environment. With my new language skills, I was able to find a job as a receptionist at a local business. I was able to communicate with customers and coworkers, and quickly became an integral part of the team. I also took part in various initiatives in my neighbourhood.

SECTION TWO: Description

Read the description of the Learner Type ‘Neighbour’, then answer the two reflection questions.

To start with, let us take a look at the social role performed by this type of learner:

Acts as a friendly and approachable presence in the neighborhood.
Engages in casual conversations, welcomes newcomers, and fosters a sense of community.
Takes an active role in organizing neighborhood events, gatherings, or social activities to promote community bonding.
May coordinate neighborhood watch programs, block parties, or community clean-up initiatives.
Offers assistance and support to neighbors in times of need, such as during illness, emergencies, or challenging situations.
May provide help with childcare, pet sitting, or other forms of support.
Offers guidance and advice to newcomers or younger members of the community.
Shares local knowledge, resources, and insights about the neighborhood.
Takes an active role in promoting and maintaining a clean and green environment within the neighborhood.
Participates in recycling programs, community gardening, or other sustainability initiatives.
Actively connects neighbors with similar interests or needs.
Facilitates social interactions by organizing clubs, hobby groups, or introducing individuals with common interests.
Participates in neighborhood watch programs or keeps an eye out for the safety and well-being of others.
Shares information about local safety concerns and encourages a secure community environment.

So, what makes a profile of a Neighbour when it comes to learning and using English as a second language?

By taking on these social roles, the neighbor can improve their English skills, build relationships with others, and contribute to their local community.
Motivation: Neighbours who are learning English as a second language are often highly motivated to improve their language skills in order to better communicate with others in their community.
Challenges: They may face a variety of challenges, such as difficulty understanding local policies and procedures, difficulty communicating with others, and difficulty accessing resources.
Language Goals: They may have different language goals, such as improving their speaking, listening, reading, or writing skills.
Cultural Background: Usually, newcomers come from a variety of cultural backgrounds, which can influence their language learning experience.
They may have a support system in place, such as family members, friends, or community organizations, that can help them overcome language barriers and navigate their community.

Reflection questions for teachers:

1. What kind of written communication might a Neighbour have to engage in?

2. Name three things that a Neighbour might have to do in speaking.

Now check the possible answers:

Answer 1.

Emails: Neighbours may need to send and receive emails to communicate with others in their community, such as landlords, employers, or local organizations.
Text Messages: Also they need to send and receive text messages to communicate with others in their community, such as friends, family members, or coworkers.
Social Media: People use social media platforms to connect with others in their community, such as Facebook, Twitter, or Instagram.
Forms: Neighbours may need to fill out various forms, such as job applications, rental agreements, or healthcare forms.

Answer 2.

Small Talk: Neighbours engage in small talk with others in their community, such as discussing the weather, local events, or other topics of interest.
Asking for Help: Neighbours ask for help from others in their community, such as asking for directions, assistance with a task, or other forms of support.
Participating in Community Activities: Neighbours participate in community activities, such as volunteering, attending meetings, or other events.

SECTION THREE: Functional contexts

Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read two typical functional contexts in the role of the Neighbour, then check the methodological input in the form of tips for teachers.

FUNCTIONAL CONTEXT 1:

Community Building – collaborate and negotiate with neighbors to

set goals, assign tasks, and ensure active participation.

Scenario No.1:

“I understand the importance of building and maintaining a sense of community in my neighbourhood. Thanks to my English skills I take active part in organizing community events, participating in local initiatives, and working together with my neighbours to address common concerns.“

FUNCTIONAL CONTEXT 2:

Social Support – Interacting with English-speaking people in everyday contexts, such as making small talk. Building relationships.

Scenario No.2:

“As someone moving to a new living and working environment, to a new cultural setting, neighbours provided social support to me. They offered help with tasks such as childcare, transportation, or home repairs, and provide emotional support during difficult times. As a result of my improved English skills I built better relationships with people.“

Methodology tips

The learner type of a Neighbour can benefit most from doing the authentic tasks and being immersed in natural L2 surroundings. Therefore, approaches to teaching most beneficial could involve:

Task-based Approach: This approach focuses on communication rather than structure. That means that language is an enabler, where each task must be relevant to students’ lives and interests. Grammar and vocabulary are essentially taught “on the fly” with this approach. This doesn’t mean we’re winging it—rather, language is taught within the context of the task, thus avoiding a teacher-centered grammar explanation. Sample tasks could include e.g. ordering in a restaurant, or giving instructions for transportation.

The Natural Approach: This approach is based on the idea that language learning should be similar to the way we learn our first language. It involves a lot of listening and speaking, and grammar is taught implicitly rather than explicitly. This approach is great for beginners who need to develop their listening and speaking skills.

SECTION FOUR: Subtypes

Each basic type of learner typically has different subtypes. Look at the three ‘Neighbour’ subtypes presented here.

SUBTYPE A:

SURVIVOR

This subtype focuses on acquiring basic language skills necessary for daily survival in the new neighborhood. Emphasis is on learning essential vocabulary and phrases for immediate needs such as shopping, asking for directions, and interacting with neighbors. Learners in this category prioritize practical language skills required for daily tasks and social interactions.

SUBTYPE B:

COMMUNITY INTEGRATOR

This subtype aims to integrate into the local community by developing language skills for more diverse social interactions. Focus extends beyond basic survival phrases to include participating in community events, joining local groups, and building relationships with neighbors. Learners in this category recognize the importance of broader language proficiency for a more active and engaged community life.

SUBTYPE C:

PROFESSIONAL

This subtype is characterized by a focus on language skills necessary for employment and professional interactions in the new neighborhood. Learners in this category prioritize learning industry-specific vocabulary, workplace communication, and professional etiquette to succeed in their jobs. Language acquisition is geared towards enhancing career opportunities and effectiveness in a work environment within the neighborhood.

Learner Profile: LOCAL INITIATIVES ORGANISER

SECTION ONE: Testimonial

Before reading the description for the Learner Type ‘Local initiatives organiser ’, watch the video below.

Video transcript

Lars, civil servant, aged 49

"It is funny because most people need English for work. In my case, I do not need English for work. But I often need it for my contacts with the people in the local community. And again, it is not about business, it is about different community events and initiatives. I moved to Brussels almost a decade ago and my neighbourhood is very international, as you can imagine. Local people come from different sides and we have a mixture of nationalities and different languages. We also have different generations of people and different social backgrounds. It is a very nice neighbourhood and we use every opportunity to bring people together. For the past couple of years, especially after COVID-19, our local club has been very active. Here, we organise local events. We have celebrations, but also cultural events and lectures. Here we have a small cafeteria and people come here to socialise. It is a place for everyone and for every family. I volunteer with the organisation of different local events. I am a member of our local board and we meet regularly to discuss and organise different initiatives. For me, it can be difficult to do this in English, and we mostly use English because everybody can use it. "

SECTION TWO: Description

Read the description of the Learner Type ‘Local initiatives organiser ’, then answer the two reflection questions.

Obviously, the range of situations that an organiser of a local initiative needs to deal with can be very wide, from family celebrations to culture and environmental issues, to local taxes and safety.

What is more, many of these situations imply putting together the local norms, standards or customs, with a potentially different perspective of someone coming from a different background, such as a newcomer to the neighbourhood.

Therefore, it may be necessary to develop a complex set of competences and use English in a range of informal, formal and semi-formal situations.

English in combination with presentation skills, negotiation skills or soft skills may also be very important for someone fulfilling this social role.

Reflection questions for teachers:

1. What kind of written communication might an organiser of local community initiatives have to engage in?

2. Name three situations where they might have to listen and understand spoken English.

Now check the possible answers:

Answer 1.

They might have to write emails sending invitations, announcements or proposals. They may also need to be able to compose a description of an event, or to develop a set of instructions or guidelines for participants, using an appropriate tone and style.

Answer 2.

They might need to engage in a conversation with newcomers to the local community, explaining different aspects of local living and also asking questions about the new members of the community. They may have to be able to take part in a planning discussion, including different elements of time allocation, budget allocation or timetables and schedules. They may be required to answer a telephone enquiry about a familiar event or local facilities.

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 initiatives organiser, then check the methodological input in the form of tips for teachers.

FUNCTIONAL CONTEXT 1:

Dealing with a booking request

Scenario No.1:

“Recently we had our first local festival dedicated to international food. Our community is not very central, but we do get some tourists and visitors and these are important for the several local restaurants. So my task was to coordinate with the owners of the local restaurants, and we have quite a few of them, from French and Italian to Hungarian and Caribbean and others. So it was not easy, but eventually we managed to get everything done – the timetable, the menus, the special prices and family discounts, everything. It did take some time, though and a lot of communication by email.”

FUNCTIONAL CONTEXT 2:

Preparing description texts for the website

Scenario No.2:

“Our local club recently started its website, to promote the local community and the local events. So my task at one point was to translate and write several descriptions of the local attractions. It was not easy I have to say, but in the end, I managed, with some help from my friends. Now, I can write updates with more confidence and very little help from others.”

Methodology tips

This type of learner can be very open to Task-Based Learning; Try to work out a plan that will make the best use of TBLT
In conjunction with TBLT, think about ways to ‘flip the classroom’ for your student, so that the actual face-to-face lessons are dedicated to a task already tried and accomplished by the learner, allowing more time and space to work on error correction and accuracy
Use authentic materials and real-life scenarios, and let your learner(s) prepare some of the input for these
Use every opportunity to expand on the topic, by allowing enough time and space for your learners to share their own experiences
Developing awareness of functions in communication (describing, contrasting, asking for information, making requests…) and a degree of formality can be very useful
Elicit feedback from your learner and 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 ‘Local initiatives organiser’ subtypes presented here.

SUBTYPE A:

SOCIAL MEDIA COMMUNICATOR

Social media have become the norm in social communication, even among groups of people who regularly meet face-to-face and enjoy live chat. For this subtype of the ‘Local initiatives organiser’, it would be important to set the learning objectives accordingly and take into consideration the edge that may have in social media communication. As teachers, we do not want our communication lessons to be far away from the real-life context in which our learners will be using English.

SUBTYPE B:

FORMAL AND INFORMAL

Formal and informal communication: A subtype of this Learner Profile that keeps switching between formal and informal communication. Additional practice in this direction may well prove very useful, even in the simple activities in which the learner is given a task to convert informal input into a formal piece of writing (such as using suggestions made in informal spoken language and incorporating them into an official written proposal, for example).

SUBTYPE C:

LACK OF VERBAL FLUENCY

Almost every type of learner will have its sub-type in the form of a speaker who feels confident with tasks that do not take place in real-time, or allow plenty of time for preparation. These tasks may include reading or writing, or even delivering a one-way presentation. At the same time, this sub-type will feel insecure and will not be able to perform in a real-time verbal exchange, a telephone conversation, or even when asked a single question. Again, it is important to set the learning objectives accordingly and allow enough time in the learning course for fluency practice.