CELTA ASSIGNMENT 1: FOCUS ON THE LEARNER

Part A: Profile of chosen learner

NAl-A is a 38-year-old Syrian student in the Elementary class. Her first language is Arabic. She
is a mathematics teacher and is currently not working. She teaches maths in the Arabic
language.
NAl-A has studied English mainly at national Arabic schools and at the university level as an
auxiliary subject. She learned English in school from grade 7 to 12. English curriculums in Syria
tend to be very basic and focus mainly on student’s memorizing grammar rules and forms;
fluency and application of the language is not much emphasized. At university, she studied
Science &, Mathematics with specialization in Informatics.
Moving to Saudi Arabia she did take up English courses in Riyadh up to level 5. However,
moving in the Arab community and working as a mathematics teacher at an Arabic school
didn’t give her any opportunity to apply anything that she had learned through her English
learning experience.
NAl-A wants to learn English language at the British Council with the aim to boost her career
opportunities in the capital at international schools as an English medium Mathematics
teacher. At her new workplace, she would communicate with non-Arab speakers mainly as
colleagues, parents and support staff. Moreover, NAl-A has four children studying at
international schools here in Riyadh. She wants to improve her English so that she can help
them with their studies and keep up with her children’s schoolwork more efficiently.
Her motivation to improve her level of English especially her fluency comes from being unable
to communicate effectively with others and as a family they are going to try to immigrate to
Canada soon. She believes that English being the most common language in the world will
greatly enhance her status both at a professional and personal level. Therefore, NAl-A thinks
it’s imperative to raise her proficiency level in this language. “A constructivist view of
motivation places prime emphasis on social context as well as individual personal choices. Our
choices to expend effort are always carried out within a cultural and social milieu. Maslow’s
(1970) hierarchy of needs included community, belonging and social status. Motivation, in a
constructivist view, is derived as much from out interactions with others as it is from our self-
determination.” (page 159; Principles of Language Learning and Teaching, 2014, H Douglas
Brown)

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NAl-A is a dedicated learner. NAl-A prefers interactive lessons working in pairs or smaller
groups at desks. I understand that she is a mix of visual, auditory and kinesthetic learner. NAl-
A believes that reading, grammar writing and vocabulary are her strengths. However, there is
a lot of scope of improvement in these areas. “Skills can be perfected as skills act on the
external world. Thus, they are shaped by the supports and constraints of the environment.”
(page 15; The Theory of Multiple Intelligences; Katie Davis, Harvard University)
She is quite good at reading and comprehending the context to understand the basic idea of
the written material. Her writing can be considered her strengths with some grammatical and
vocabulary issues. She interacts with other students only when necessary due to her introvert
nature, limited vocabulary and inability to speak well. Her grammar, speaking and listening
skills are weak. “Most likely, bottlenecks result from weaker intelligences that inhibit the full
expression of stronger intelligences. For example, a weak linguistic intelligence may prevent a
person from expressing her strength in interpersonal intelligence because she cannot speak
well.” (page 219; Multiple Intelligences, New Horizons, Basic Books; 2006)
(word count-572)

Part B: Identify & analyse language problems. (word count-184)

Grammar & Pronunciation Error Grid:

Grammar
What the student said / wrote.
1. My smaller dawghter is Razan
she is 14 (wrote)
2. We want to go to Canada for a
more better life. (said)
Pronunciation
What student said.
1. She sleebz late for school.
/ʃi: sliːbz leɪt fə skuːl /
2. I helb my sons studdiz.
/aɪ hɛlb maɪ sʌnz ˈstʌddiz/
Error Why error was made?
The learner is unaware of the rule
of comparative adjectives. This is
The learner has
most likely because her initial
issues with use of
education of English language was
comparative
very basic that focused mainly on
adjectives form-
memorization of grammar rules &
smaller / a more
forms. Her exposure to the actual
better.
use of language in writing & speech
is very limited.
Error Why was error made?
The student is a native Arabic
The learner has
speaker. Arabic language doesn’t
minimal pair issue.
have the/p/ sound. Hence, the
She confuses
learner uses /b/ instead of /p/ as
between /p/ & /b/
that’s the sound she is used to in
and /s/ &/z/ sounds.
her L1

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Part C: Select activities to aid my learner
1. Grammar Tasks: Guided Discovery & Practice Worksheet with Three Clues game
The worksheet will aid the learner in guided discovery of the grammar rules for comparative
forms of adjectives, then practice making sentences as gap fills and do oral practice with
partner using comparative forms for the given pictures. Pair / group work practice worksheet
for comparative adjectives would give the learner a head start at targeting her issues.
Cooperative learning is essential to build her confidence with a friend/s to support her
learning.
Freer Practice-3 Clues (Pair) Game. In this game make other partner guess the object, activity
or person in the cards by giving 3 clues as description using comparative forms. This combines
visual, auditory & kinesthetic learning styles. This is her preferred style and it is also without
the confusion and noise levels of elaborate group activities.
2. Pronunciation tasks: Practice worksheet & Minimal Pairs game
The practice worksheet will directly address the student’s pronunciation issues. The student
will practice drilling the correct sounds of /b/ &/p/, /i/ &/e/ and /s/ & /z/. then with pairs and
supported monitoring will ensure that the student hears correct sound and is then able to
produce the sounds on her own.
Follow on practice with Pronunciation Journey (minimal pairs) Game. This activity combines all
three visual, auditory and kinesthetic elements to keep the learner engaged. Practicing with
new partners will be more interesting and appealing to my learner as it’s her preferred style.
(Word count 244)

Total word count 1,000

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Part D: Bibliography
Principles of Language Learning and Teaching, H Douglas Brown, Pearson Education, Inc.
(2014)-page 159;
The Theory of Multiple Intelligences; Katie Davis, Harvard University Joanna Christodoulou,
Harvard University, Scott Seider, Boston University, Howard Gardner, Harvard University;
-page 15 and retrieved on 26 Nov 2016; https://howardgardner01.files.wordpress.com/2012/06/443-
davis-christodoulou-seider-mi-article.pdf

Grammar Worksheets:
Source: pages 383, 49, A2; Basic English Grammar Second Edition; Betty Schrampfer Azar;
Prentice Hall Regents,1996.

Pronunciation Practice: Retrieved 26 Nov 2016

http://www.really-learn-english.com/english-pronunciation-lesson-18-b-p-sounds.html
http://www.really-learn-english.com/english-pronunciation-lesson-08-schwa-sound.html
http://www.really-learn-english.com/english-pronunciation-lesson-07-short-e-sound.html
http://www.really-learn-english.com/english-pronunciation-lesson-04-short-i-sound.html

Grammar “3 Clues Activity”

Gascoigne, Jennifer; Activities & Games for Pair work; Black Cat Publication, 2006; pages 71-
72

Pronunciation Journey “Minimal Pairs Activity”

Hancock, Mark; Pronunciation Games; Cambridge University Press, 1995; pages 36-37

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