PROFILING

MULTI LEVEL

Why profile?

GLOBAL

ANALYTICAL

DETAILEDSEQUENTIALTECHNICALCONFLUENTIAL

Real BeginnerFalse Beginner

Intrinsic MotivationExtrinsic Motivation

PROFILE

STUDENT CLASS TEACHER

TEACHER STUDENT

STUDENT

PERSONAL/TRIVIAL

ACADEMIC/ NON ACADEMIC BACKGROUND

LEARNING STYLE

STUDENT PROFESSIONAL

LEARNING PREFERENCE

STUDENT’S BASIC PERSONAL/TRIVIAL PROFILE

Age: Wisdom comes with age but does not reflect level of maturity to Korean Culture (at least to young adults).

Name: Expresses Belief, Interest, Attitude, Affiliation, Motivation.

Hobbies: Fertile ground for discussion topics, learning style/preferences and personality clues.

Origin: Discussion topics, something to brag, pride, something that your student is confident to talk about.

Family: Pride, confidence, sense of belongingness and motivational placing.

OTHERS: GF/BF, BLOOD TYPE, FAVORITE COLOR, etc.

STUDENT’S ACADEMIC / NON ACADEMIC PROFILE

Subject: SWLR-GP

ESL Background: With/Without

Formal Education Background: HS, UNIVERSITY, POST UNIVERSITY, DIPLOMA Course

PROFESSIONAL:

SELF-EMPLOYED:

OTHERS:

STUDENT’S LEARNING STYLE

Learning Style Described as “cognitive, affective, and

physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (Keefe, 1979, p. 4).

Refers to a pervasive quality in the learning strategies or the learning behavior of an individual, “a quality that persists though content may change” (Fischer & Fischer, 1979, p. 245).

Is a biological and developmental set of personal characteristics that makes 214 Bilingual Research Journal, 26: 2

Summer 2002 the identical instruction effective for some students and ineffective for others (Dunn &

Dunn, 1993, p. 5) .

STUDENT’S LEARNING PROFILE

AUDITORY LEARNER

VISUAL LEARNER

TACTILE LEARNER

MIXED LEARNER

GLOBAL

ANALYTICAL

ANALYTICAL GLOBAL

More interested in detail and role

learning

Often shy away from unstructured

activities

Likes listening to lectures and taking

notes

Focus on the structure and logic of the

message

Prefer more loosely structured

communicative activities

More interested in communicating their

ideas than in grammar and structures

May have difficulty on the details of

grammar, pronunciation and vocabulary

Tend to focus on main idea and the

rhythm and music of the language

STUDENT’S LEARNING PROFILE

DETAILED LEARNER

SEQUENTIAL LEARNER

TECHNICAL LEARNER

CONFLUENTIAL LEARNER

DETAILED LEARNER

Foundational- Elementary

With little or no Language

Requires a DETAILED approach in SLA

In need of a FULL-GUIDE approach in SLA

SEQUENTIAL LEARNER

High Elementary-Low Intermediate

SLA approach must follow a SEQUENTIAL system

In need of a Guided SLA approach

At a level of mastering FORMAL Structures of the English Language

TECHNICAL LEARNER

High Intermediate – Advanced

TECHNICAL approach in SLA is encouraged

Can perform with little or no guide

Can succeed in doing Self-facilitating materials or tasks

CONFLUENTIAL LEARNER

Advanced – Post ESL

Can perform Language tasks with no guide

Can accommodate multiple or shifting SLA approaches

Can self-check

At a mastery stage

STUDENT’S LEARNING PROFILE

DETAILED LEARNER

SEQUENTIAL LEARNER

TECHNICAL LEARNER

CONFLUENTIAL LEARNER

1

INTERMDT STUDENT:

T: How often do you go out and drink with your friends?

S: Not quite. We go out and drink every day.

T: ________________________-

2

FOUNDATIONAL ELEMENTARY

The teacher taught the IE Throw-up to her student.

What can you say about this?

3

INTERMEDIATE STUDENT

The teacher immediately corrects her student every time he commits an error.

Good management?

4

INTERMEDIATE STUDENT

Speaking Activity

T: What’s your plan after your stay here in MONOL? I’ll give you time to write your answer.

Good management?

5

FOUNDATIONAL STUDENT

The student can’t finish his sentence.

T: How old are you?

S: Ah?

T: You, Age?

S: I, Me age, international two six.

T: ___________________________

Finish the exchange.

6

ADVANCED STUDENT

S: Claire smiled at me today. She don’t usually smile at me coz she think am weird.

T: __________

Will you facilitate a correction? How?

FOUNDATIONAL STUDENT

S: Teacher Amanda is my favorite teacher. He, best teacher at MONOL.

T: ________________________

Complete the exchange.

Korean ESL Students

Research has identified cultural differences in the learning styles of various ethnic groups.

Korean, Chinese, and Filipino students were more visual than Anglos

Korean, Chinese, and Anglo students showed negative preferences for group learning while Vietnamese showed a major preference and Filipino students showed a minor preference.

Illiterate Semi-illiterate

No English study; may know some words With English study*

Better in written than listening and speaking

Can benefit from translation: English to Native

language and vice versa

Intrinsic Motivation Extrinsic Motivation

Learning the language for personal growth Learning the language for job

How the student acquired his/her second language (English) may guide the teacher on Instruction issues.

In most cases, students learn their second language using their own language as instructional medium. This exposes them only to the structural aspect of the language and not of the communicative side of it.

One of the best way to motivate students is to make instruction relevant to their levels of education, learning- style preferences, and cultural backgrounds.

OTHER PROFILING ISSUES

TEACHER’S PROFILE

Niche

Style

Attitude

Motivation

Preparation

Advantage/s

Handicap/s

Age MajorESL Exposure/Background