TAELLN803 - Develop English language skills of adult learners Competency Mapping Template

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

TAELLN803 Mapping and Delivery Guide
Develop English language skills of adult learners

Version 1.0
Issue Date: April 2024

Qualification	-	Unit of Competency	TAELLN803 - Develop English language skills of adult learners
Description
Employability Skills
Learning Outcomes and Application	This unit describes the skills and knowledge required to develop English language teaching strategies to meet the literacy and numeracy needs of adult learners in vocational education and training (VET) contexts. It includes analysing the English language requirements of VET contexts, applying teaching approaches and strategies for teaching English language skills, and selecting English language learning resources that meet learner requirements.The unit applies to those who deliver adult language, literacy and numeracy skills provision, including:stand-alone courses, such as are required for the Language Literacy and Numeracy Program (LLNP)workplace courses, such as the Workplace English Language and Literacy (WELL) programthose delivering in vocational and community-based settings.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting	X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to: opportunities to participate in practical exercises and projects research about profiles of learners with English language needs resources on teaching approaches and strategies that develop English language skills resources to use with learners to support English language skill development. Assessors must satisfy NVR/AQTF assessor requirements.
Prerequisites/co-requisites
Competency Field

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: Analyse English language skills required in the delivery context	Identify and analyse English language skills required by learners Establish profile of the language skills of learner group Analyse English language skills of learner group Review own English language skills and knowledge in relation to addressing the skill needs of others
Element: Select teaching approaches	Review strategies to address barriers and impediments to language development Examine English language teaching approaches Determine applicability of teaching approaches for specific learners
Element: Select range of learning resources to develop English language skills	Identify and review realia and authentic materials for use as learning resources Review learning resources from traditional, new and emerging technologies Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals
Element: Apply and evaluate activities to develop learnersâ€™ English language skills	Create an environment conducive to language learning using interpersonal skills Apply adult learning principles to teaching English language skills Apply strategies to develop English language speaking and listening skills Apply strategies to develop reading and writing skills in English Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learnersâ€™ level of English language skills Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Element: Apply and evaluate activities to develop learners’ English language skills	Create an environment conducive to language learning using interpersonal skills Apply adult learning principles to teaching English language skills Apply strategies to develop English language speaking and listening skills Apply strategies to develop reading and writing skills in English Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills Use formal and informal monitoring to evaluate effectiveness of teaching strategies

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.

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse English language skills required in the delivery context

1.1 Identify and analyse English language skills required by learners

1.2 Establish profile of the language skills of learner group

1.3 Analyse English language skills of learner group

1.4 Review own English language skills and knowledge in relation to addressing the skill needs of others

2. Select teaching approaches

2.1 Review strategies to address barriers and impediments to language development

2.2 Examine English language teaching approaches

2.3 Determine applicability of teaching approaches for specific learners

3. Select range of learning resources to develop English language skills

3.1 Identify and review realia and authentic materials for use as learning resources

3.2 Review learning resources from traditional, new and emerging technologies

3.3 Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement

3.4 Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

4. Apply and evaluate activities to develop learnersâ€™ English language skills

4.1 Create an environment conducive to language learning using interpersonal skills

4.2 Apply adult learning principles to teaching English language skills

4.3 Apply strategies to develop English language speaking and listening skills

4.4 Apply strategies to develop reading and writing skills in English

4.5 Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learnersâ€™ level of English language skills

4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Evidence of the ability to:

identify the English language demands of a VET delivery context and the English language needs of those participating in training with reference to national standards and frameworks

develop and evaluate learner profiles for at least 2 learners using a range of resources and frameworks to capture relevant information that describes diversity of skills, backgrounds and learning goals

plan a series of English language teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, which integrates the macro skills of reading, writing, speaking and listening

select and use learning resources and teaching approaches to develop English language skills based on adult learning principles and practices and the identified needs of the learner group

document at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of English language provision

deliver English language teaching activities to at least 2 learners for a period of up to one hour each

evaluate the effectiveness of teaching strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

evaluate own English language skills and knowledge using the Australian Core Skills Framework and identify implications for the delivery of skills to others within a range of VET delivery contexts

explain how the diverse needs of those participating in English language provision impact on the design of learning programs and the selection of learning resources from traditional, new and emerging technologies

document the English language demands of a VET delivery context by analysing the social context and linguist features of at least 2 resources

describe how aspects of applied linguistics have been used in the design of English language activities to meet the needs of the learner group

explain how interpersonal skills can be used to create an environment conducive to language learning.

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.