Learner Profile checklist

1. The learner profile
Trinity CertTESOL
The University Language
Centre
University of Manchester
Maureen Finn

2. Description of the learner’s
social and cultural
background
Content
• Mother tongue
• Language learning experience
• Preferred methods of learning
• Reasons for learning English
• Reasons for using English
• Contexts in which the learner will use English in
the future
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3. Description of the learner’s
social and cultural background
• Brief and to the point (20-25% of profile)
• Recorded on proforma LP1
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4. Evaluation of learner’s current
linguistic proficiency
• Interaction skills/spoken English: your
assessment
• Student’s pronunciation: conclusions drawn from
phonological analysis
• Intensive and extensive listening skills: your
assessment and self-reporting by your student
• Written English (include corrected letter, pre-
interview writing)
• Reading comprehension skills: self-reporting and
testing (include the text book material you used
to test your learner)
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5. Evaluation of learner’s current
linguistic proficiency
• Recorded on proforma LP2
• Key section of the profile
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6. Evaluation of learner’s current
linguistic proficiency
Phonology:
• Transcription of 20-30 words, in multi-word
segments, in the required format
• Present as a separate section
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7. Recommendations for future
language development
• Strengths and weaknesses//key learning needs
from your point of view and the learner’s point of
view. Is there a difference?
• Recommendations need to be clearly linked to
the linguistic analysis you made of the learner
• You need to explain why you have made these
recommendations (rationale)
• Recorded on proforma LP3
• Completion date: before you plan your taught
lesson(s)
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8. Scheme of work
• Further 10-20 hours’ language development
• Should refer to grammar, lexis and phonology
• Should include recommendations for practice (in
at least one area) of each of the four main skills
• Can be an outline, scheme of work, outline
lesson plans
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9. Lesson plan(s) based on
key learning needs and
evaluation
• Teaching time 45-60 minutes
• Can cover up to three sessions
• Based on the learning needs you have identified
in the analysis you have done
• Must include materials you have
written or adapted
• Can include published materials
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10. Lesson plan(s) based on key
learning needs and evaluation
• Slightly less detailed than the TP lesson plans
• Include Evaluation
• Include Conclusion. This is an overall conclusion
to the Learner Profile
• LP4
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11. Analysis and reflection
• Evaluation of the lesson (teaching one to one,
aims, teaching methods, materials used, overall
strengths of the lesson, areas to work on)
• Conclusion to Learner Profile (overall
assessment, most enjoyable part, most
demanding part, learner’s response to class(es),
what was learned, what specific parts of the
course were applied in the Learner Profile)
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12. Submission date
• Final submission date for Learner
Profile assignment: Wednesday week 4
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