Profiling Techniques in ESL Teaching

1. PROFILING
MULTI LEVEL

2. Why profile?
GLOBAL
ANALYTICAL
DETAILED
SEQUENTIAL
TECHNICAL
CONFLUENTIAL
Real Beginner
False Beginner
Intrinsic Motivation
Extrinsic Motivation

3. PROFILE
STUDENT CLASS TEACHER
TEACHER STUDENT

4. STUDENT
PERSONAL/TRIVIAL
ACADEMIC/ NON ACADEMIC
BACKGROUND
LEARNING STYLE
STUDENT PROFESSIONAL
LEARNING
PREFERENCE

5. 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, BLOODTYPE, FAVORITECOLOR, etc.

6. 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:

7. STUDENT’S LEARNING STYLE

8. 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 ResearchJournal, 26: 2
Summer 2002 the identical instruction effective for
some students and ineffective for others (Dunn &
Dunn, 1993, p. 5) .

9. STUDENT’S LEARNING PROFILE
 AUDITORY LEARNER
 VISUAL LEARNER
 TACTILE LEARNER
 MIXED LEARNER
 GLOBAL
 ANALYTICAL

10. 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

11. STUDENT’S LEARNING PROFILE
 DETAILED LEARNER
 SEQUENTIAL LEARNER
 TECHNICAL LEARNER
 CONFLUENTIAL LEARNER

12. DETAILED LEARNER
 Foundational- Elementary
 With little or no Language
 Requires a DETAILED approach in SLA
 In need of a FULL-GUIDE approach in SLA

13. 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

14. 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

15. 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

16. STUDENT’S LEARNING PROFILE
 DETAILED LEARNER
 SEQUENTIAL LEARNER
 TECHNICAL LEARNER
 CONFLUENTIAL LEARNER

17. 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: ________________________-

18. 2
FOUNDATIONAL ELEMENTARY
The teacher taught the IE Throw-up to her
student.
What can you say about this?

19. 3
INTERMEDIATE STUDENT
The teacher immediately corrects her student
every time he commits an error.
Good management?

20. 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?

21. 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.

22. 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?

23. FOUNDATIONAL STUDENT
S: Teacher Amanda is my favorite teacher. He,
best teacher at MONOL.
T: ________________________
Complete the exchange.

24. 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.

25. 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

26. TEACHER’S PROFILE
 Niche
 Style
 Attitude
 Motivation
 Preparation
 Advantage/s
 Handicap/s
Age
Major
ESL
Exposure/Background