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Evidence Guide: TAELLN703A - Develop English language skills of adult learners

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAELLN703A - Develop English language skills of adult learners

What evidence can you provide to prove your understanding of each of the following citeria?

Analyse English language skills required in the delivery context

  1. Identify and analyse English language skills required by learners
  2. Establish profile of the language skills of learner group
  3. Analyse English language skills of learner group
Identify and analyse English language skills required by learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish profile of the language skills of learner group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse English language skills of learner group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select teaching approaches

  1. Review strategies to address barriers and impediments to language development
  2. Examine English language teaching approaches
  3. Determine applicability of teaching approaches for specific learners
Review strategies to address barriers and impediments to language development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine English language teaching approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine applicability of teaching approaches for specific learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select range of learning resources to develop English language skills

  1. Identify and review realia / authentic materials
  2. Review learning resources from traditional and new and emerging technologies
  3. Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement
  4. Contextualise identified resources
  5. Select and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals
Identify and review realia / authentic materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review learning resources from traditional and new and emerging technologies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contextualise identified resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply and evaluate activities to develop learners' English language skills

  1. Create an environment conducive to language learning using interpersonal skills
  2. Apply adult learning principles to teaching English language skills
  3. Apply strategies to develop English language speaking and listening skills
  4. Apply strategies to develop reading and writing skills in English
  5. Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners' level of English language skills
  6. Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Create an environment conducive to language learning using interpersonal skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply adult learning principles to teaching English language skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to develop English language speaking and listening skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to develop reading and writing skills in English

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners' level of English language skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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

Evidence of the ability to:

analyse the English language demands of delivery contexts

identify English language skills of learners

apply teaching approaches and strategies to develop the English language skills of a learner group in a specific delivery context

evaluate effectiveness of teaching strategies

review and use a range of learning resources to develop English language skills.

Context of and specific resources for assessment

Assessment must ensure access to:

a suitable workplace environment relevant to the context in which the candidate intends to work

learners who need to develop their English language skills

research about profiles of learners with English language needs

wide range of resources on teaching approaches and strategies that develop English language skills

resources to use with learners to support English language skill development.

Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.

Method of assessment

A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:

direct observation or video recording of candidate's adult language, literacy and numeracy practice

evaluation of a portfolio of evidence comprising:

learner responses and feedback

personal reflections

planning notes

preparation, such as detailed session plans, learning activities and assessment tools

samples of resources

review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations, and other work documents

questioning to establish required knowledge

review of third-party reports.

Guidance information for assessment

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

TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.

Required Skills and Knowledge

Required skills

analysis and interpretation skills to:

interpret information from pre-training assessments to identify and respond to learner needs, goals, skills and learning styles

select and interpret underpinning skills in training specifications and particular workplace contexts

communication skills to:

adjust intonation and stress in order to convey meaning

give clear instructions and explanations and respond to learner questions effectively

interact appropriately with learners from culturally and linguistically diverse backgrounds

paraphrase as part of effective listening techniques

teach technical terms and language

use appropriate language

vary teacher talk to adjust to the English language level of others

initiative, enterprise and creativity to:

devise, select and vary teaching strategies

seek appropriate resources and materials

interpersonal skills to establish productive relationships with learners

literacy skills to:

identify and analyse English language requirements embedded in selected contexts

select, read and interpret VET documents

planning and organising skills to plan:

effective programs that reflect understanding of range of learner group needs

learning opportunities for learners

problem-solving skills to:

evaluate language skills required by learning software

identify specific English language difficulties of learners

select strategies to address barriers to English language learning

self-management and learning skills to:

develop and adjust own teaching practice

use advice from colleagues and others to adjust teaching practice

technology skills to:

use a range of educational technology tools to support language learning

teach software packages and educational software

Required knowledge

adult learning principles and practices as they apply to working with culturally and linguistically diverse adults

conventions of English language in a range of genres and registers

English language needs of learners in a multilingual and multicultural learning environment

English language systems and structures, including basic features of English grammar, phonology and lexis development

English language teaching and learning approaches applicable to learners with English language needs in different contexts

national standards, such as:

accredited course documentation

Australian Core Skills Framework (ACSF)

International Second Language Proficiency Rating (ISLPR) scale

Training Packages

social, cognitive and affective factors that may influence language development

text analysis, including how to analyse the linguistic structure and features of a text

Range Statement

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 documentation

formal and informal workplace communication systems

language and cultural demands of texts, tasks and instructions commonly used in literacy and numeracy lessons

reports using English language scales

text features and performance strategies at the required ACSF level

underpinning 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 ACSF

investigating basic features of language at the level of:

discourse or text

sentence 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 language

whose 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 English

with 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 ACSF

drawing on existing information, for example from:

pre-training assessment

previous language assessments, such as ISLPR.

Strategies may include:

advice and support from specialist English as a second language (ESL) teachers

approaches and multi-sensory activities and resources that build on learners' strengths

bilingual approaches or peer support where learners have low levels of English

designing tasks and contexts that provide opportunities for learners to internalise and practise new skills

developing meta-language skills by teaching grammatical terms and structures:

to provide a language for learners to discuss their learning

including activities to support learners in their own use of meta-language, if appropriate for the level of the group

referring learners to specialist ESL provision where necessary

strategies, like scaffolding activities, that build on learners' existing skills and knowledge in English and other languages

support 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 speakers

factors resulting from current socioeconomic circumstances

influence of first language

limited education in first language

sensory disabilities

specific learning difficulties.

English language teaching approaches may include:

task-based

topic-based.

Applicability of teaching approaches may include:

learners' different skill profiles

previous experiences of language learning

range of linguistic backgrounds

requirements of particular learning context.

Learning resources may include:

bilingual materials, including:

lists of useful words and phrases

published dictionaries and personal dictionaries

reference materials

bilingual support workers

group members' experiences of other cultures

guest 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 tracks

CDs and DVDs

digital cameras and video capture

educational software, such as dictionaries, word games and other commercial products

online resources, including downloadable learning resources

software applications, including:

digital stories

word-processing and multimedia packages, such as PowerPoint

technology used in everyday life, such as:

automated teller machines (ATMs) and EFTPOS

mobile telephones

internet

DVDs, television and film.

Environment conducive to language learning may include:

demonstrating empathy for students from diverse backgrounds

for 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 process

recognising 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 English

applying awareness of differences in cultural attitudes to learner autonomy

selecting 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 work

formulaic expressions

role plays and simulations

develop active listening strategies, such as:

awareness of different accents

listening for detail

listening for gist

develop knowledge of, and skill in using, English grammar and lexis, such as:

choosing appropriate grammatical structures

introduction and practice of new lexical items, grammatical structures and text types

strategies that equip learners to make lexical and grammatical choices appropriate to genre and register

develop phonological skills, such as:

pronunciation of individual sounds

stress, rhythm and intonation

with the sounds of English

develop skills in interaction, such as:

joining and leaving discussions

structured dialogues

turn 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 texts

texts containing visual elements

multi-modal texts

building sociocultural knowledge to assist learners to make meaning of texts

developing graphological skills, such as:

awareness of different scripts

handwriting

Roman script

spelling patterns in English

punctuation in English texts

developing letter formation, scribing, group editing and writing collective texts

developing vocabulary

locating the text in context, including purpose and audience

meaning-making strategies, such as building on existing knowledge and evaluating information in light of previous knowledge

modelling and constructing texts

process writing

reading for meaning, reading for gist and reading for details

using structured exercises, such as cloze exercises and matching.