Tesl-0100-Unit 2 Learner Personas

 

Conducting the Learner Analysis

 

 

Use the list below as a guide for things to consider about your learners, keeping in mind that all of the areas listed may not be important! Then, create a few personas who will represent your audience.

 

Characteristics to consider in Learner Analysis

 

●        Age Group(s) ●        Cultural background ●        Socioeconomic background ●        Do they typically have a family of their own (e.g. family responsibilities)? ●        Level of computer/Internet experience ●        Previous learning experience ●        Access to technology, high speed Internet	Cognitive Characteristics             ●        Developmental level (K-12, college, professional, etc.) ●        Language development level (pre-college, ESL) ●        Reading level (pre-college, ESL, etc.) ●        Learning strategies ●        General world knowledge ●        Specific Prior Knowledge (e.g. content, courses, academic background, etc.)
Affective Characteristics   ●        Interests ●        Motivations to learn (in general, and for this specific content) ●        Attitude toward learning ●        Attitude toward subject matter ●        Attribution of success (internal/external)	Social Characteristics   ●        Relationships to peers (working in a cohort, peers unknown, etc.) ●        Feelings toward authority ●        Tendencies toward cooperation or competition

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Persona 1

 

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.	Effects on lesson planning: She might be interested in Canadian culture or Canadian history.   Vocabulary for her job, day to day tasks (ex. Grocery shopping), and cooking.   She probably would not be interested in school related vocabulary.
Education and Experience	First free classes of formal education in first language (Farsi). Reads and writes in a second language (Urdu). Fluent in Pashto.	Reading and writing would be the main focus for her.
English Language Proficiency	Spoken - beginner, acquired from daily interactions. Written - alphabet, own name.	Use imagery. Pre-CLB curriculum.
Digital Skills	Has never used a computer before. Has a cell phone, uses it to call family members	She would need in-person instruction. Everything would need to be on paper.
Learning Strategies	Limited, needs guidance from the instructor, has difficulties working on her own	Recommend free tutoring for her if it’s available. Instructor would need to be hands on with her Repetition is key.
Cultural Considerations	Respect towards older members of the community, teacher is viewed as a master and transmitter of knowledge	She might be afraid to ask questions out of respect for her instructor. Ask her questions to gain her participation.
Motivation and Desires	Would like to learn English to be more independent in daily life (groceries, banking, doctor’s visits)	Use vocabulary regarding her work and daily interactions. Take her on excursions to certain stores or set up scenarios to practice with her.
Goals and Expectations	Learn to read and write independently, progress to the next level by the end of the term	Help her set realistic goals.
Obstacles to Success	Irregular attendance	Review and repetition will work best. Progress will be slow.
Unique Assets	Acquires oral language quickly, talkative and tries to use English whenever possible	Have conversational classes. Use positive reinforcement.

 

Persona 2

 

 

An Image of the Person	Name: Liliana Rossi Age: 47 Married mother with 3 children (19, 14, 12). Arrived in Canada from Italy three years ago and immigrated to Canada because she has family here and wanted to be closer with them.  She loves to read and really enjoys watching Grey’s Anatomy. In Italy she was software/app designer and continues to do the same work in Canada from home. She’s Roman Catholic and attends Church every Sunday. A devote mother and spends time taking her two youngest children to and from activities, her eldest is in another province at a post-secondary school.	Effects on lesson planning: Use vocabulary with some school related terms, but don’t make it a focus because her children will be out of school soon.   She won’t need work related vocabulary because she still works for an Italian company.   She might be interested in doing readings for homework.
Education and Experience	Has a bachelor’s degree in software engineering and took some English classes when she attended University	Listening and speaking would be her main focus.
English Language Proficiency	CLB 4 Struggles with grammar Good with pronunciation	Use curriculum at CLB 4. Challenge her with curriculum at a higher level. Focus more on grammar.
Digital Skills	Spectacular computer skills	We can teach online e.g. Zoom or Skype We can use
Learning Strategies	Hasn’t had to study in a while, will need to get back into habit Enjoys group work	Make class study groups.
Cultural Considerations	Holiday’s and festivities under Roman Catholicism
Motivation and Desires	Wants to become fluent in English and to be able to help her children with their homework.	Use vocabulary related to school.
Goals and Expectations	Progress to CLB 5.	Challenge her at her level (CLB 4) and a little above.
Obstacles to Success	Time, she has work responsibilities and familial responsibilities.	Send minimal homework, use repetition in class.
Unique Assets	Is an extrovert and gets along with people easily. Intelligent.	Place her in groups with shyer students.

 

Persona 3

An Image of the Person	Name: James Del Rosario Age: 22   Moved to Canada in 2019 from the Philippines. Comes from a low-middle class family. Oldest of 4 children. Could not afford post-secondary education. He worked as a delivery driver to help his family until they got the opportunity to move overseas. Currently still adjusting to life in a new country and exploring options for his future.   One language.	Effects on lesson planning: Use vocabulary related to his job and day to day activities.   Might be interested in Canadian culture and Canadian history.
Education and Experience	Received education from a public school elementary and high school. Majority subjects were taught in Tagalog but there was a dedicated English class.	Speaking and listening would be his main Focus. Use an assessment activity to determine what CLB level he’s on.
English Language Proficiency	Spoken - basic. Acquired from English class in school and seeing or hearing English from mainstream media. Written - simple coherent sentences.
Digital Skills	Knows how to use the Internet for social media like Facebook and YouTube. Uses a simple smartphone for calls and texts.	We can see if he can use Zoom on his phone, if not, we would have to have in person lessons. Use YouTube videos for teaching.
Learning Strategies	Limited. Hasn’t studied in a long time so he needs help to create new study habits. Can learn somewhat independently.	Give short assignments at first so he does not feel overwhelmed when he’s just starting to study again.
Cultural Considerations	Respects parents and older relatives.	Ask questions to gain participation.
Motivation and Desires	Would like to improve English to be able to attend post-secondary education, as well as for daily communication	Once his English improves start using school related vocabulary.
Goals and Expectations	Become more confident in speaking English, improve reading comprehension and writing complexity by the end of the term.
Obstacles to Success	Still adjusting to life in a new country. Not confident in verbal speaking so he avoids social interaction. Abundance of technology and ease of access are distractions to learning.	Have conversation classes and use reinforcement to boost his confidence. No phones in class.
Unique Assets	Enjoys consuming media. Could pick up English quickly from movies, TV and music.	Suggest movies and shows that might help him learn.

 

Persona 4

An Image of the Person	Name: Name:  Zhang Wei Age: 28   From Beijing, China and came to Canada for education in 2015. In his spare time, he loves designing and sketching, finds it rewarding when seeing his design come together in real world. Also enjoys watching and playing sports, and hiking with friends.
Education and Experience	Started learning English in elementary school all the way through college before coming to Canada. But the English learned was mainly for the College Entrance Examination which is an exam that can literally determine if you can go to college or not, not good for speaking with native speakers.
English Language Proficiency	Proficient in English, writing and reading are better than speaking and listening because of the education received throughout the years in China.
Digital Skills	Is proficient at using all kinds of Architectural modeling tools such as Revit, Rhino, sketchup, AutoCAD, Enscape and all kinds of Adobe software.
Learning Strategies	Trying to talk to native speakers as much as possible.
Cultural Considerations
Motivation and Desires	To pass TOEFL to be able to get his Master of Architecture.
Goals and Expectations	Try to enlarge his vocabulary and learn to use more phrases in order to speak more naturally.
Obstacles to Success	Not having an English study environment, is around other Chinese students a lot.
Unique Assets	Is able to jump out of his comfort zone. Has a heart full of curiosity to new things.