TESL 0100: Unit 2: Learner Personas

Below, my partner Kathy and I worked to create 3 learner personas that we may find in our classrooms one day. In addition, we analyzed each learner persona with ideas for what we could do for them in the classroom. The first persona was given as an example, however we analyzed that one too. Anyway, I hope you find these learner personas and our analyses of each interesting! 

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.
Education and Experience	First free classes of formal education in first language (Farsi). Reads and writes in a second language (Urdu). Fluent in Pashto.
English Language Proficiency	Spoken - beginner, acquired from daily interactions. Written - alphabet, own name.
Digital Skills	Has never used a computer before. Has a cell phone, uses it to call family members
Learning Strategies	Limited, needs guidance from the instructor, has difficulties working on her own
Cultural Considerations	Respect towards older members of the community, teacher is viewed as a master and transmitter of knowledge
Motivation and Desires	Would like to learn English to be more independent in daily life (groceries, banking, doctor’s visits)
Goals and Expectations	Learn to read and write independently, progress to the next level by the end of the term
Obstacles to Success	Irregular attendance
Unique Assets	Acquires oral language quickly, talkative and tries to use English whenever possible

·       Teach Maya independent learning strategies for her to use both inside and outside the classroom.

·       Incorporate role-play activities for Maya to practice using English in various situations she will find herself in on a day to day basis (shopping, going to the bank, etc.)

·       Encourage Maya to create learning opportunities outside of the classroom. Suggest that she volunteers to practice her English (she could maybe use her cooking skills).

·       Have her keep a journal, so she can practice writing (She could use it to practice new words that she learns).

·       Encourage her to look up recipes to practice reading skills.

Persona 2

An Image of the Person	Name:Miguel Age:31 Came to Canada 3 months ago on a working visa. Currently works evenings as a cleaner. Shares an apartment with two other Columbian guys. Wants to send money home to help pay for his younger siblings’ education.
Education and Experience	High school education, was a self-taught mechanic back in Columbia. First language is Spanish.
English Language Proficiency	Low intermediate English skills; studied it throughout high school. Struggles with speaking and listening skills but has a firm grasp on reading and writing skills.
Digital Skills	Frequently uses social media; has a basic knowledge of how to use a computer (uses word processors, uses Google, etc.). Uses a language app to practice English.
Learning Strategies	Is a hands-on learner, and is highly motivated. However, is only familiar with independent learning, and not so much with collaborative, group work.
Cultural Considerations	Values independence, self-sufficiency and hard work. Family is very important to him.
Motivation and Desires	Would like to take a college program to become a certified mechanic.
Goals and Expectations	Hopes to improve English skills in order to qualify for the program.
Obstacles to Success	He is often tired from his evening job. At his job, there are few opportunities to use English.
Unique Assets	Very good work ethic, highly motivated, and is a good problem solver.

• Provide Miguel with many opportunities to speak in English in the classroom. Role-play skits and group activities would be a good place to start.
• Encourage him to listen to level-appropriate audio-books, the radio, etc.
• Offer resources for him to study with that relate to his interest in mechanics (manuals, magazines, etc.)

Persona 3

An Image of the Person	Name: Asuka Age: 19 Her parents have paid for her to come to Canada for 3 months to participate in an Intensive English Language Program. She’s living with a host family.
Education and Experience	Has completed high school and is currently in university, but is still undecided on her field.
English Language Proficiency	Has a high beginner level of English. She is good at listening, reading and writing, but has poor pronunciation and struggles with connected speech.
Digital Skills	Is computer savvy; has taken several online courses and is familiar with most programs. Is active on social media.
Learning Strategies	Uses technology efficiently to assist her learning.
Cultural Considerations	Is hesitant to share openly with others about how she feels and what she thinks of others (i.e. giving constructive criticism).
Motivation and Desires	Although she is interested in learning English, her main motive to come to Canada was to make friends and experience Canadian/Western culture.
Goals and Expectations	Wants to improve English speaking abilities so she can meet more people and travel to other English speaking countries.
Obstacles to Success	She’s rather shy and lacks confidence.
Unique Assets	She’s an avid blogger and likes to write. She also enjoys American/Canadian TV and music.

• Help Asuka build self-confidence by planning activities where she can take risks in a safe environment (think-pair-share activities, group work)
• Incorporate content that relates to her interests (movies, music, etc) and encourage her to share on these areas where she is knowledgeable. (She becomes the expert)
• Provide opportunities for her to use technology.  

Persona 4

An Image of the Person	Name: Anton Age: 40 His job in marketing and sales has brought him and his family from Russia to Canada.(his wife and two children, ages 12 and 9 - all three speak very little English) They have been here for just a month. He is looking to improve his fluency in business English, in all four skill areas. He is also fluent in Polish.
Education and Experience	Has a degree in business and has experience working in management.
English Language Proficiency	He is at a high-intermediate/low-advanced level. Has good reading, writing, listening and speaking skills.
Digital Skills	Is proficient in business-centred technology (Excel, PowerPoint, etc.)
Learning Strategies	Excels at group work and collaborating, and is good at applying what he has learned to other situations.
Cultural Considerations	He expects his teacher to be very knowledgeable in their field. Prefers a more serious/studious approach to language learning vs. fun and games.
Motivation and Desires	He wants to succeed in his job and wants to present himself in a professional manner.
Goals and Expectations	Wants to become comfortable using academic and business English.
Obstacles to Success	He is a perfectionist and does not like to fail. At times he can be very critical of himself and of others if they do not live up to his expectations.
Unique Assets	Very organized and good with time-management.

• Incorporate opportunities for Anton to teach the class about a topic or do a mock sales presentation with language he learned.
• Give homework that has him apply what he has learned in the classroom to his own personal situation. Encourage him to look deeper at what he has learned.
• Provide opportunities for him to look at his failures/mistakes in a positive and constructive way. Encourage him to learn from these mistakes.