Language and Culture Learning Plan Outline
For (Name) learning (Language)
(Plan dates)
(Note: This outline is for language coaches to use with learners who have taken SIL language
and culture field training. It can be adapted for other situations, but learners without prior
training may need considerable help.)
Section 1: My Language and Culture Learning Profile
1. Experience with language learning
a. I have studied these languages previously in school:
(Include language name, school name, location, amount of time, and level reached.)
b. I have learned the following languages informally or in self-directed situations:
(Include languages, situation, amount of time, and level reached.)
c. My overall experience with language learning has had the following effect on me:
2. Experience with culture learning
a. I have taken the following course(s), seminars, or studies related to culture learning:
(Include course title, location, and amount of time.)
b. I have experienced immersion learning in the following situation(s):
(Include language, place, and amount of time.)
c. In addition to the above, I’ve experienced cross-cultural living and/or been on
mission trips to: (Include language, place, and amount of time.)
d. My overall cross-cultural experience has had the following effect on me:
3. Self assessment as a language and culture learner
a. I would describe my past successes in language learning as:
b. I would describe my aptitude for language learning as:
c. I would describe my willingness to adapt to a new culture as:
d. My feelings in anticipation of future language learning and living and working in
another culture are:
4. Personality and learning style preferences
a. My Myers-Briggs type is:
b. I tend to be more (a) social/relational or (b) analytical.
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c. According to the Sensory Preference test, I am the following kind of learner: (Circle
or highlight the strongest preference and/or explain combinations.)
i. Visual
ii. Auditory
iii. Tactile
d. On the following scales I measure: (Write “high,” “medium,” or “low”.)
i. ___________ Tolerance of ambiguity
ii. ___________ Inhibition
iii. ___________ Risk Taking
iv. ___________ Ego Permeability
v. ___________ Field independence/dependence
e. I would rate myself: (Indicate H for high/great, M for medium/moderate, or L for
low/little.)
i. ___________ Tolerance for making mistakes
ii. ___________ Acceptance of being corrected
iii. ___________ Sense of humor
f. Taking into account a-e above, my strengths in language and culture learning are/will
likely be:
g. Taking into account a-e above, my weaknesses in language and culture learning
are/will likely be:
h. How do I react to making mistakes? How bothered am I?
i. How do I react to being corrected? How bothered am I?
j. The way I prefer to be corrected is:
5. Motivations
a. Internal motivators: I want to learn this language because: (List personal reasons.)
b. External motivators: I need to learn this language because: (List outside influences.)
c. Situational needs: I am/will be speaking this language in these kinds of situations
1) at work:
2) In daily life:
d. Time: I estimate I am/will be speaking this language (amount of time) each day.
e. Urgency: I have
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(amount of time) before I need to speak/use this language.
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f. At this moment, my overall motivation to learn this language is: (Circle or highlight
one.)
i. very high
ii. high
iii. medium
iv. low
v. very low
g. The reasons for the above rating are: (list influences affecting your motivation)
6. Hopes and dreams
a. Here is what I think my ideal language and culture learning situation would be:
b. Proficiency in this language would allow me to:
Section 2: My Language and Culture Learning Setting
1. Location(s)
a. During the time frame of this plan, I will be living in the following location(s):
(Describe the locations and number of months in each location.)
2. Primary learning method
a. My primary method(s) for doing language learning in these different locations will
be: (Circle or highlight all that apply.)
b. Class
c. Language school
d. Tutor
e. Self-directed with language resource person (a.k.a. Nurturer, Language helper)
f. Self-directed with lesson materials
g. Other:
3. Speakers
a. The people from my target language community who are committed to helping me
learn the language are: (Include name of person, relationship, and amount of time.)
b. I will interact with speakers in the following kinds of situations:
4. Formal schooling
a. The school or class I am attending/will attend is: (Describe.)
b. The number of hours I am in school is:
c. Class size:
d. My teacher is from: (Indicate country and region.)
e. Description of the curriculum:
f. Type and amount of homework:
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5. Cultural considerations
a. My experience so far of the openness of people to teach me their language has been:
b. My experience so far with people from this culture with regards to ease of making
friends or joining in social activities where the language is spoken has been:
c. People of this culture display tolerance/intolerance to language mistakes and correct
mistakes in the following way(s):
d. I have learned that the teaching styles in this country are similar/different from what I
am accustomed to in these ways:
Section 3: My Language and Culture Learning Goals
1. Short-term and long-term proficiency goals
The proficiency scale I am using is:( ACTFL, FSI, European Framework, Canadian
Benchmarks, etc.)
a.
My current level is:
For Listening:
For Speaking:
For Reading:
For Writing:
b. The level I am aiming for during this planning period is:
For Listening:
For Speaking:
For Reading:
For Writing:
c. My long-term goal is to reach this level:
For Listening:
For Speaking:
For Reading:
For Writing:
2. Skill development
Specific content I need to master during this planning period include: (Circle or highlight the
skill or skills that are your highest priority for this plan.)
a. In the area of listening/comprehension:
b. In the area speaking:
c. In the area of reading:
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d. In the area of writing:
e. In the area of vocabulary:
f. In the area of grammar:
g. In the area of pronunciation:
h. In the area of conversation skills:
3. Culture goals
a. My long-term goals with regard to social integration are:
b. For this plan, my short-term goals for developing a network of friends and colleagues
in the community are:
c. My goals for understanding cultural norms and practices are:
d. Other culture goals for this plan:
Section 4: My Materials, Resources and Other Learning Options
1. The options I have for learning are:(Place a check beside each option that is available
to you)
Language class
Online course with teacher
Language school
Private tutor
Paid or volunteer language helper (LRP)
Study abroad
Home stay
Social club or group
Work place with language immersion
Informal contacts
TV, Satellite TV
Radio
Newspaper and/or magazines
Easy reading or listening materials for beginners
Movies
Songs
Podcasts and other audio recordings
Textbooks
Computer-based CD/DVD programs
Facebook, social media, language exchange
Grammar book
Dictionary
Children’s educational materials
Literature, histories, and cultural stories
Flashcards
Cultural articles and books
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Other:
2. Additional tools
a. I am using the following player/recording device(s) for recording and listening:
b. I am using/will learn to use the following audio editing software:
(Audacity, WavePad, Speech Analyzer, etc.)
c. I am keeping track of new vocabulary and expressions in: (data notebook, computer
program, etc.)
d. I am recording cultural observations in: (a journal, computer program, etc.)
e. My sources for cultural pictures for language learning are:
f. My favorite language and culture websites are:
3. Budget for language and culture learning
a. I have budgeted for the following language and culture learning expenses:
Section 5: My Schedule for Language Learning
1. Monthly schedule
Month
List of major activities I will be engaging in:
January
February
March
April
May
June
July
August
September
October
November
December
(You may prefer to switch columns and rows to create a horizontal calendar with vertical
list of topics.)
2. Weekly/daily timetable
Activity
name
Example:
French 101
9-10am
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Mon.
60 min.
Thu.
Wed.
60 min.
Thu.
Fri.
Sat.
Sun.
60 min.
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3. Activities without fixed times
Activity
Talk to people on bus and in shops
Read news articles
Amount of time per week or month
30 min/wk
30 min/wk
(Copy or add new charts for activities for additional locations and dates.)
Section 6: Checking Progress and Maintaining Motivation
1. Formal and informal testing
I am required/have the option to take the following test to ascertain my proficiency level:
(Include test name and date.)
a. I will use the following self-assessment instruments to assess my level at the end of
this plan:
b. Other ways I will check my progress include:
2. Reporting
a. I have agreed with my supervisor to report on my language-learning activities and
progress in the following way:
b. Frequency of reporting:
3. Support team
a. The following people have agreed to help me reach my language-learning goals:
i. other learners like myself: (language-learning partner, buddy, spouse, or team)
ii. national friends:
iii. a language-learning coach or consultant:
iv. home support group: (friends, family, church group, etc.)
v. teacher(s):
b. This plan has been reviewed and accepted by my supervisor:
(Name)
.
4. Rewards
If I reach my goals, I will reward myself in the following way:
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5. Plan renewal date
I will review and renew this plan on
(Date)
with
(Name)
.
PLAN REVIEW
Note: This section is to be completed at the end of the planning period/start of the next
period.
Section 7. Evaluation of Current Plan
1. In reviewing this plan for the past period, I see that I have learned the following:
2. My plan was: (Circle or highlight one and explain why.)
i. Realistic
ii. Overly ambitious
iii. Not challenging enough
3. Did I accomplish what I hoped?
4. I feel my progress is:
5. Here’s what worked in my plan:
6. Here’s what didn’t work:
7. I will make these changes to my next plan:
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