Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SITXLAN1__A Mapping and Delivery Guide
Conduct basic workplace oral communication in a language other than English

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SITXLAN1__A - Conduct basic workplace oral communication in a language other than English
Description This unit describes the performance outcomes, skills and knowledge required to understand and use a language other than English for very simple, commonly used expressions of a basic and predictable nature in tourism and hospitality workplaces. It covers activities such as welcoming and farewelling guests, providing face-to-face routine customer service and other routine workplace activities. This unit can be used for training delivery and assessment of basic oral proficiency in any language other than English. There is no direct parity with any formal language proficiency ratings or assessment framework, but this unit broadly relates to International Second Language Proficiency Ratings (ISLPR) 1.This unit is the first in a hierarchical set of four units dealing with oral communication and cultural skills in a language other than English, ranging from entry to fluency and increasing in complexity with the level of linguistic and cultural ability. These units do not align with Australian Qualifications Framework (AQF) levels and do not include interpreting or translating, which are higher-level specialist skills.
Employability Skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.
Learning Outcomes and Application This unit applies to individuals working in any industry context and at many different levels of responsibility. Frontline, supervisory or management personnel may use the language skills described in this unit. This unit may be customised for training delivery and assessment of proficiency in any language.However, for reporting purposes, recognition is limited to those languages listed below which are of importance to the tourism industry.A specific code has been allocated for each of these languages, as detailed below. In addition, each language must be indicated in brackets after the unit title. For example: SITXLAN111A Conduct basic workplace oral communication in a language other than English (Italian).SITXLAN101A (Arabic) SITXLAN102A (Indonesian) SITXLAN103A (Cantonese) SITXLAN104A (Dutch) SITXLAN105A (Finnish) SITXLAN106A (French) SITXLAN107A (German) SITXLAN108A (Greek) SITXLAN109A (Hindi) SITXLAN110A (Hungarian) SITXLAN111A (Italian) SITXLAN112A (Japanese) SITXLAN113A (Korean) SITXLAN114A (Malay) SITXLAN115A (Mandarin) SITXLAN116A (Polish) SITXLAN117A (Portuguese) SITXLAN118A (Russian) SITXLAN119A (Serbian) SITXLAN120A (Spanish) SITXLAN121A (Swedish) SITXLAN122A (Swiss German) SITXLAN123A (Taiwanese) SITXLAN124A (Thai) SITXLAN125A (Turkish) SITXLAN126A (Croatian) SITXLAN127A (Bosnian) SITXLAN128A (Australian Indigenous languages) SITXLAN129A (AUSLAN)
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field Languages other than English
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Be courteous to customers and colleagues.
  • Identify the specific language needed in order to conduct basic communications.
  • Use appropriate, very simple, commonly-used courtesy expressions with customers or colleagues including greeting and welcoming, farewelling, apologising and thanking.
  • Recognise and observe any social and cultural conventions of the specific language speaker to support communication.
  • Make efforts to communicate through use of gestures or use of basic vocabulary in the other person's language where language barriers exist.
  • Identify and use appropriate resources and seek assistance from those with suitable language skills.
       
Element: Communicate with customers and colleagues in a language other than English to support routine workplace activities.
  • Understand and use key words, short phrases and gestures to enhance communication.
  • Use any visual techniques to enhance or replace oral communication.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this TrainingPackage.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

There are three critical considerations for the assessment of this unit.

This unit can be used to assess basic oral proficiency in anylanguage other than English. Assessment must be customised to the requirements of a particular language.

Assessment should not only focus on the language being assessed but must also incorporate the practical customer service requirements of the tourism or hospitality industry, i.e. the assessment of language must be conducted while the candidate is carrying out typical tourism or hospitality vocational activities.

This unit can apply to any tourism and hospitality sector, workplace and circumstance. Assessment activities must ensure that the use of a specific language is contextualised and linked to vocational activities which are relevant to the particular tourism or hospitality sector and workplace. For example, if assessment is linked to restaurant service, language usage should relate to a restaurant.

Evidence of the following is essential:

ability to use appropriate courtesy expressions, key words, phrases, short expressions and numbers in a language other than English in order to fulfil common customer needs

ability to gesture in a socially and culturally appropriate manner.

Context of and specific resources for assessment

Assessment must ensure:

operational conditions of a tourism or hospitality customer service environment

that the person being assessed is undertaking typical tourism or hospitality workplace activities, such as serving food, greeting guests, assisting guests with baggage, completing registration details, checking in while using the language being assessed

provision of services to customers within typical workplace time constraints

use of relevant and current tourism and hospitality materials and equipment, such as timetables, brochures, menus, tour desks, check-in desks, porter desks and restaurant equipment

use of basic resources commonly used to assist workplace communication, including:

phrase books

dictionaries

language mats

pamphlets written in the specific language

menus written in the specific language

signs written in the specific language

international signage, such as 'No Smoking' signs.

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

oral testing of conversational language use (note: this should not be the sole method of assessment)

direct observation of the candidate communicating in a language other than English in a customer service environment while undertaking typical workplace activities

review of visual aids prepared by the candidate to assist verbal communication

written and oral questioning or interview to test knowledge of the culture, social and cultural conventions and cross-cultural communication requirements associated with the language

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SITHACS001B Provide accommodation reception services

SITHFAB002C Operate a bar

SITHFAB004A Provide food and beverage service

SITXCCS001B Provide visitor information.

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

The following skills must be assessed as part of this unit:

communication and interpersonal skills to allow for positive and courteous interaction with customers

cross-cultural language skills to use key words, phrases, short expressions and numbers routinely required to fulfil common customer needs relevant for the particular workplace and to the language being assessed.

The following knowledge must be assessed as part of this unit:

general knowledge of the culture and the social and cultural conventions relevant to the language being assessed, including traditions, attire, eating habits, table manners, body language and taboo topics

general awareness of cross-cultural communication issues sufficient to avoid giving offence to customers and colleagues.

The relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

Commonly-used courtesy expressions (formulaic language) may include:

Good Morning

How are you?

Goodbye

May I help you?

This way please

Have you had lunch?

Did you have a good trip?

May I clean your room now?

Do you need another towel?

Sorry, I don't understand. Do you speak English?

Appropriate resources may include:

language mats

phrase books

dictionaries

pamphlets written in the specific language

menus written in the specific language

signs written in the specific language

international signage, such as 'No Smoking' signs

websites with translating facilities.

Communication must include:

listening to requests and comments

providing factual information, such as:

location of specific facilities

opening hours

procedures, e.g. check-in and tour pick-up

currency

prices

room and floor numbers

safety rules

conducting simple product and service transactions, such as:

purchase of souvenir products

payment of a restaurant bill

payment for a tourism service, e.g. day tour, accommodation and ticket

references to timetable, signage and basic rules, e.g.opening hours

selection of food and beverages from a menu

advising check-in and check-out procedures and times

advising opening and closing times

answering very simple queries about products and services, including:

in-house facilities

local attractions and places of interest

shopping centres

tour desk

pick-up and drop-off point for tours

transport terminals, and taxi and other transport services

providing general assistance within the scope of responsibility

providing very simple directions.

Visual techniques may include:

marking of a map

drawing attention to pamphlets and timetables

locating specific costs and items on menus

signs, gesturing and appropriate body language.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the specific language needed in order to conduct basic communications. 
Use appropriate, very simple, commonly-used courtesy expressions with customers or colleagues including greeting and welcoming, farewelling, apologising and thanking. 
Recognise and observe any social and cultural conventions of the specific language speaker to support communication. 
Make efforts to communicate through use of gestures or use of basic vocabulary in the other person's language where language barriers exist. 
Identify and use appropriate resources and seek assistance from those with suitable language skills. 
Understand and use key words, short phrases and gestures to enhance communication. 
Use any visual techniques to enhance or replace oral communication. 

Forms

Assessment Cover Sheet

SITXLAN1__A - Conduct basic workplace oral communication in a language other than English
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SITXLAN1__A - Conduct basic workplace oral communication in a language other than English

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: