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| The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Identifying may require analysis of: | academic writing accredited course documentationformal and informal workplace communication systemslanguage and cultural demands of texts, tasks and instructions commonly used in literacy and numeracy lessonsreports using English language scales text features and performance strategies at the required ACSF levelunderpinning language requirements of specific Training Packages. |
Analysing English language skills required by learners relevant to the delivery context may include: | establishing level of complexity of English language features in a wide range of texts by aligning them to a framework, such as the ACSFinvestigating basic features of language at the level of:discourse or textsentence and phrase level. |
Language skills of the learner group may include learners: | from Australian Aboriginal and Torres Strait Islander backgrounds who speak Indigenous language(s) as their first, second, third or more languagewhose first language is not English, but who have been resident in Australia for long periods and have developed differing levels of spoken and written skills who have experienced trauma and dislocation who speak Aboriginal Englishwith disrupted education or limited formal education for a range of reasons. |
Analysing English language skills of learner group may require: | aligning language use to frameworks, such as ACSFdrawing on existing information, for example from:pre-training assessmentprevious language assessments, such as ISLPR. |
Strategies may include: | advice and support from specialist English as a second language (ESL) teachersapproaches and multi-sensory activities and resources that build on learners' strengthsbilingual approaches or peer support where learners have low levels of Englishdesigning tasks and contexts that provide opportunities for learners to internalise and practise new skillsdeveloping meta-language skills by teaching grammatical terms and structures:to provide a language for learners to discuss their learningincluding activities to support learners in their own use of meta-language, if appropriate for the level of the groupreferring learners to specialist ESL provision where necessarystrategies, like scaffolding activities, that build on learners' existing skills and knowledge in English and other languagessupport from teachers with specialist skills and knowledge in working with learners with physical or mental health issues. |
Barriers and impediments to language development may include: | effects of trauma extent and type of exposure to English speakersfactors resulting from current socioeconomic circumstancesinfluence of first language limited education in first languagesensory disabilitiesspecific learning difficulties. |
English language teaching approaches may include: | task-basedtopic-based. |
Applicability of teaching approaches may include: | learners' different skill profilesprevious experiences of language learning range of linguistic backgroundsrequirements of particular learning context. |
Learning resources may include: | bilingual materials, including:lists of useful words and phrasespublished dictionaries and personal dictionariesreference materialsbilingual support workersgroup members' experiences of other culturesguest speakers materials that are adult in orientation and relevant to learner needs technology, such as mobile telephones and computers. |
ICT and e-learning resources may include: | audio recording technology, such as podcasts and digital tracksCDs and DVDsdigital cameras and video captureeducational software, such as dictionaries, word games and other commercial productsonline resources, including downloadable learning resources software applications, including:digital storiesword-processing and multimedia packages, such as PowerPointtechnology used in everyday life, such as:automated teller machines (ATMs) and EFTPOSmobile telephonesinternetDVDs, television and film. |
Environment conducive to language learning may include: | demonstrating empathy for students from diverse backgroundsfor Indigenous learners:being prepared to allow time to develop a relationship of mutual respect with learners as individuals demonstrating an understanding of the history of Indigenous people, and how cultural history can impact on the learning processrecognising how the backgrounds of individual students and the communities in which they live impact on the learning process. |
Applying adult learning principles to teaching English language skills may include: | acknowledging learners' life experience and world knowledge acknowledging that implicit and explicit knowledge of the grammar of English and other languages is a resource for learning Englishapplying awareness of differences in cultural attitudes to learner autonomyselecting tasks and content in learning resources appropriate to adult learners in a multicultural context. |
Strategies to develop English language speaking and listening skills may include those that: | develop accuracy and fluency in spoken English, including pronunciation, such as:drills, chants, pair work and small group workformulaic expressions role plays and simulationsdevelop active listening strategies, such as:awareness of different accentslistening for detaillistening for gistdevelop knowledge of, and skill in using, English grammar and lexis, such as:choosing appropriate grammatical structuresintroduction and practice of new lexical items, grammatical structures and text typesstrategies that equip learners to make lexical and grammatical choices appropriate to genre and registerdevelop phonological skills, such as:pronunciation of individual soundsstress, rhythm and intonationwith the sounds of Englishdevelop skills in interaction, such as: joining and leaving discussions structured dialoguesturn taking identify discourse structure, such as basic language features of particular form of interaction depending on context. |
Strategies to develop reading and writing skills in English may include: | analysing features of a range of text types, including:electronic and printed textstexts containing visual elementsmulti-modal textsbuilding sociocultural knowledge to assist learners to make meaning of textsdeveloping graphological skills, such as:awareness of different scriptshandwritingRoman scriptspelling patterns in Englishpunctuation in English textsdeveloping letter formation, scribing, group editing and writing collective texts developing vocabularylocating the text in context, including purpose and audiencemeaning-making strategies, such as building on existing knowledge and evaluating information in light of previous knowledgemodelling and constructing textsprocess writing reading for meaning, reading for gist and reading for details using structured exercises, such as cloze exercises and matching. |