Elements and Performance Criteria

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.

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.

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.

aligning language use to frameworks, such as ACSF
drawing on existing information, for example from:
pre-training assessment
previous language assessments, such as ISLPR.

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.

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.

task-based
topic-based.

learners' different skill profiles
previous experiences of language learning
range of linguistic backgrounds
requirements of particular learning context.

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.

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.

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
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.

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.

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.

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.