ON THE MOVE
LEARNER PROFILES
Learner Profile: TOURIST/TRAVELLER
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Tourist/Traveller’, watch the video below.
Video transcript
“Hi, I'm Julia. I've always loved traveling and found it really hard to talk and connect with locals and other travelers. I always wanted to immerse myself in the culture of each country, but it was tough sometimes. I feel like speaking English would open up a world of possibilities for me. Even in the airport, it's very useful for different things, like going through security checks or passport control, or even on the plane. Also, having a strong command of English would give me access to a lot of information, from guidebooks to online resources, making it easier to navigate through unfamiliar territories.”
SECTION TWO: Description
Read the description of the Learner Type ‘Tourist/Traveller’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical traveller is someone who is always looking for a new adventure, a new place to visit and explore.
So, what makes a profile of a Tourist/Traveller when it comes to learning and using English as a second language?
When it comes to effective communication in English, a traveller 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:
- making a phone or email hotel reservation
- booking a plane ticket
- having a conversation with a responsible at the airport
- understanding rules and customs
- understanding information about weather, food and other aspects of travelling abroad, etc.
In terms of online communication, written as well as spoken interaction are of equal importance, while the range of topics and vocabulary can be extremely diverse.
For a traveller, it is therefore often important to learn how to use the appropriate language in case of emergency, or when it’s needed to make a hotel reservation, buy tickets, ask questions and understand information about health insurance, timetables, etc.
Also, it is important to know how to effectively use 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 and spoken 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. They might have to ask questions and get information about local food, basic ingredients, and allergies. Also, they might have to ask for and give clear directions, and fill out necessary documents required for airport procedures.
2. They might need to understand airport announcements, a person giving them information over the phone about a booking, understand instructions from the airport personnel.
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 Consumer of news, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Dealing with a visa request
Scenario No.1:
“Last year I decided to go to New York and as a Spanish citizen, I need to obtain a tourist visa. First, all the information on the official websites is in English so it was difficult to understand the requirements to start with. Then, I had to fill in a set of documents.”
FUNCTIONAL CONTEXT 2:
Ordering food in a restaurant
Scenario No.2:
“During my trip to New York, I had lunch and dinner in different restaurants and I found it difficult to order in English. I realized that I can understand the menu when reading, but I couldn’t pronounce them properly so the waiters didn’t understand me. Also, I am allergic to certain ingredients and it was very important for me to express that clearly to the waiter.”
Methodology tips: how to prepare the learner for the target functional context
- It is best if receptive (reading/ listening) skills are combined with productive (speaking/ writing).
- Introduce real-life scenarios like dealing with visa requests or ordering food in a restaurant to the learner.
- Engage the learner in role-playing activities, simulating visa request situations and restaurant interactions.
- Encourage them to practice using English expressions and phrases they would use in these situations.
- Use authentic materials, such as videos or audio clips, to expose the learner to real-life language use.
- 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 ‘Tourist/Traveller’ subtypes presented here.
SUBTYPE A:
Grammar Geek
One of the common types of adult learners possesses a strong grasp of grammar, exhibiting excellent accuracy in communication. However, in terms of fluency and the ability to engage in extended conversations, even on casual topics, they may not meet expectations.
SUBTYPE B:
Skilled Writer
Proficient in writing and reading but faces challenges when it comes to speaking: Lex faces some challenges. In social situations, they might feel a bit hesitant and struggle to find the right words promptly. This hesitancy sometimes affects their ability to maintain fluid conversations, especially in spontaneous interactions or group discussions. Despite being well-informed on various topics, they occasionally feel a lack of confidence in articulating their ideas verbally.
SUBTYPE C:
Digitally Incompetent
It is important not to overlook the digital skills aspect involved in travel arrangements. As travellers begin their journey, various aspects of travel preparation are now heavily reliant on digital tools and platforms. From booking flights and accommodations to navigating to foreign destinations with online maps, the need for digital skills has become ubiquitous.
Learner Profile: EXPAT
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Expat’, watch the video below.
Video transcript
“I told myself that I needed to change, so why not? My partner and I were sure we wanted to stay in Europe. We just had to choose a country where we spoke the language and go for it! The language barrier was one of the main problems during the expatriation. Because when we learn a language at school, we just focus on grammar and written skills.”
SECTION TWO: Description
Read the description of the Learner Type ‘Expat’, then answer the two reflection questions.
An expatriate is someone who has had to leave his or her country for professional reasons. Language is the key to cultural integration—or, in other words, a sense of belonging. When abroad, expats are at risk of isolation and depression, which impacts well-being and workplace performance.
It’s fundamentally important in terms of cultural integration. Even a basic grasp of the local language can be very helpful in getting oriented, understanding one’s surroundings, making friendships, and much more. This also applies to workplace culture and navigating professional relationships. Alternatively, the failure to do so can result in culture shock, which can have far-reaching implications for well-being and workplace productivity.
Reflection questions for teachers:
1. Should teaching be more generalized or focused on language needed in the workplace and for business communication?
2. What are expats’ learning goals and motivations?
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 Expat.
FUNCTIONAL CONTEXT 1:
Choosing a school overseas
Scenario No.1:
“When my company offered me the opportunity to go to Dubai to work and have my family accompany me, I didn’t hesitate, but I had to take care of the schooling formalities. My spoken English was acceptable, but I had a lot of problems with the forms I had to fill in.”
FUNCTIONAL CONTEXT 2:
Healthcare-related procedures
Scenario No.2:
“When the company told me that I could choose between different private health insurances, I ran into a lot of problems. I did not understand the terminology used in the insurance field, and it was difficult for me to select the most appropriate one.”
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Expat’ subtypes presented here.
SUBTYPE A:
THE ANALYTICAL
There is always one in every class. He is the one who wants the formula or structure and is therefore fascinated by grammar. The problem is that he finds it difficult to speak because he sees everything as structured and ends up speaking in a choppy manner. He does not have much creativity when it comes to speaking because he is attached to grammar and finds it difficult to get out of its formula and order. Analytical people think that by knowing more grammar, they will learn English faster, but knowing English is not just about knowing how to construct sentences. Remember that language is organic, it is changeable, and it is not black and white.
SUBTYPE B:
THE COMMUNICATIVE
They like role plays, games, pair work, and anything that involves talking. They are creative and although they make grammatical mistakes when they speak, they communicate more naturally and fluently than other students. They find grammar difficult and boring. They understand more when the teacher focuses more on when to use what they learn in class than on how to construct a sentence in terms of structure. Contrary to the analytical learner, they believe that the only important thing is to communicate and therefore do not pay attention to grammar. The communicative learner must realize that although grammar is not the natural way to learn a language, it is a fundamental tool to improve and to be able to repair and correct mistakes that have been left by the misuse of language.
SUBTYPE C:
THE PRACTICAL
These learners take only what is convenient for them from the lessons. They are not interested in achieving fluency but are happy to understand and be able to express simple and effective ideas. The practical students don’t do homework because they don’t see much point in it, as they already understand the structures. They don’t see much point in practicing something they already know and would rather move on to the next topic. They are absent, busy, and never miss exams, doing it only to progress to the next level.
Learner Profile: IMMIGRANT
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Immigrant’, watch the video below.
Video transcript
“Hello, my name is José, and I have a degree in Computer Engineering. When I finished university in Spain, I did a 3-month internship in a company, but I soon realized that my professional future lay in going to work in another country. My English level was good, but I knew that I would have to improve it to get a job related to my studies and not to work washing dishes.”
SECTION TWO: Description
Read the description of the Learner Type ‘Immigrant’, then answer the two reflection questions.
In this case, we are talking about a skilled migrant with specific needs. They already have basic knowledge of the language, and their fundamental problems are to improve their oral expression and comprehension to face problems such as:
- Searching for accommodation
- Opening a bank account
- Conducting professional interviews
Reflection questions for teachers:
1. Which pedagogical approach would be more appropriate in this case, a structural approach or teaching based on the communicative method?
2. What kind of skills do I need to put more emphasis on, oral or written?
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 Immigrant.
FUNCTIONAL CONTEXT 1:
Opening a bank account
Scenario No.1:
“The first step was to open a bank account. Without this step, I couldn’t rent accommodation or look for a job, as my salary had to be deposited somewhere. I didn’t understand a lot of the financial terminology and clauses, and it was difficult for me to fill in the forms using formal language.”
FUNCTIONAL CONTEXT 2:
Conducting a job interview
Scenario No.2:
“In Spain, I did some job interviews. Now, however, I was faced with the language barrier, and the stakes were much higher. I knew I was professionally qualified, but I didn’t want my nerves to get the better of me. I had already done some interviews, and I knew that my weak point was my oral expression and the use of formal language in a professional environment.”
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Immigrant’ subtypes presented here.
SUBTYPE A:
ANALYTIC LEARNER
Analytic learners focus on the details of language, such as grammar rules, and enjoy taking apart words and sentences. Analytic learners respond well to well-structured and clear lessons, information and instructions given in steps, clearly stated goals and objectives of tasks, and activities that require thought, such as matching exercises, puzzles, missing letters, etc.
SUBTYPE B:
AUDITORY LEARNER
They enjoy listening to dialogues and discussions and hear spoken instructions. They tend to use rhythm and sounds to help remember information. Some strategies with this kind of student include memorizing songs or making rhymes to remember grammar rules, as well as reading out loud as much as possible.
SUBTYPE C:
KINESTHETIC LEARNERS
Tactile and kinesthetic learners often don’t get what you’re teaching in a traditional lecture or worksheet-based lesson. These learners take in information best when they use their whole bodies to learn. For example, they are more likely to learn well from model-building and hands-on tasks.
Learner Profile: ERASMUS STUDENT
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Erasmus student’, watch the video below.
Video transcript
“When I arrived as an Erasmus student, I thought everything was going to be great. I would have fun, meet lots of people, and travel all over Europe. However, I didn't realize that my level of English wouldn't allow me to go very deep into social relations and that I would remain at a very superficial level.”
SECTION TWO: Description
Read the description of the Learner Type ‘Erasmus student’.
Mastering a new language is often the main reason why thousands of university students decide to embark on this adventure every year. But no one says it’s easy, especially the first few weeks. Landing in a new country, having to interact with native speakers all day long, in the residence hall, in the street, at the University… losing the embarrassment of asking, answering, or simply conversing in the language of the country where the student will have to live for a year, managing both in formal and informal settings.
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 Erasmus student.
FUNCTIONAL CONTEXT 1:
Get the student card
Scenario No.1:
“One of the advantages of being an Erasmus student is free entrance to museums and various discounts on transport and food. To apply, you have to fill in several forms and leave a deposit. The conditions are difficult to understand as it is a formal language.”
FUNCTIONAL CONTEXT 2:
Facing an oral exam
Scenario No.2:
“One of the main problems was taking the exams orally. I was used to writing, but I found it difficult to express myself in another language. Apart from the nerves of the situation, I was faced with having to use a formal register and terminology specific to the subject I was studying.”
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Erasmus student’ subtypes presented here.
SUBTYPE A:
SOCIAL LEARNER
This type of learning style defines those who love and benefit from social interaction. They gain important insights from group discussions, group lessons, and teamwork. Role-playing and Q&A sessions are great for social learners to thrive. They are “people smart,” which means they can easily read people, interpreting their facial expressions, body language, and tone. They may struggle while doing homework and projects by themselves but love to ask questions, participate in class, and make new friends. Social learners who study languages benefit from homework that involves interviewing others or engaging in collaborations or group sessions. Interacting with new people and teaching them what they know is important and beneficial to them.
SUBTYPE B:
SOLO LEARNER
The students with this type of learning style thrive by doing research, homework, or exercises alone. They feel that problem-solving is faster or more effective when they do it by themselves. When solo learners want to learn a second language, they benefit from individualized sessions, whether they’re online, presencial, or hybrid. One-on-one with teachers means more focused efforts in their progress and a higher chance of being acknowledged for individual accomplishments. Individual learners are self-motivated, able to concentrate, and ambitious. They aren’t necessarily loners in life, only when they study.
SUBTYPE C:
ADAPTIVE LEARNER
This learner subtype excels in adjusting to different learning environments. They are open to various teaching methods and can easily adapt to changes in curriculum or study materials. Adaptive learners embrace challenges and are quick to find effective strategies to overcome obstacles. They may thrive in both group activities and individual study, making them versatile in navigating the demands of an academic environment. These learners are often proactive in seeking additional resources and opportunities to enhance their language skills, demonstrating a resilient and adaptable approach to language learning.