Level 4 Certificate for ESOL Subject Specialists (9488) They must be holders of other initial teaching qualifications in English language ... of English as Second Language to Adults

Level 4 Certificate for ESOL Subject Specialists (9488)

Scheme Handbook

www.city-and-guilds.co.uk September 2004

Level 4 Certificate for ESOL Subject Specialists (9488) 2

City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. The City & Guilds Group includes City & Guilds Pitman Qualifications, specialising in IT, office-based qualifications and English as a second language awards, and ILM (the Institute of Leadership & Management) providing management qualifications, learning materials and membership services. Land based qualifications are offered through NPTC, also part of the City & Guilds Group. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. General information about City & Guilds is available on our website www.city-and-guilds.co.uk or from our Customer Relations team at the address below or by phoning 020 7294 2800 or e-mailing [email protected] City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement ‘Access to assessment’ is available on our website or from the Customer Relations team. City & Guilds publications are available from our Publication Sales department at the address below or by phoning 020 7294 2850 or faxing 020 7294 3387 First published 2004 ©2004 The City and Guilds of London Institute All rights reserved. City & Guilds is a trademark of the City and Guilds of London Institute.

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Contents

Introduction....................................................................................................................... 4

Related qualifications ........................................................................................................ 5

The award ......................................................................................................................... 6

Assessment ...................................................................................................................... 6

Assignment evidence ........................................................................................................ 7

Independent assessment .................................................................................................. 7

Candidates with particular requirements ......................................................................... 7

Quality Assurance ............................................................................................................. 8

Staffing ............................................................................................................................ 10

Resources........................................................................................................................ 10

Delivery options............................................................................................................... 11

Integration of theory and practice throughout the programme ...................................... 12

Accreditation of prior learning......................................................................................... 12

Centre and scheme approval........................................................................................... 13

Registration and certification........................................................................................... 13

Key Skills signposting....................................................................................................... 14

Appeals procedure ......................................................................................................... 14

Course design ................................................................................................................. 14

Equal opportunities ......................................................................................................... 15

Unit structure .................................................................................................................. 16

Unit 1 English language use ............................................................................................. 17

Unit 2 English language skills ........................................................................................... 27

Unit 3 Factors affecting language use and learning......................................................... 39

Unit 4 Theoretical frameworks......................................................................................... 46

Unit 5 Developing ESOL programmes.............................................................................. 58

Unit 6 Teaching practice .................................................................................................. 62

Appendix 1 Example teaching and learning techniques .................................................. 70

Contacts .......................................................................................................................... 75


Introduction This award is intended to recognise the combination of language competence, subject knowledge and teaching skills which is deemed essential for successful ESOL teaching in the post-16 sector. The award is aimed at full-time or part-time staff in the post-16 sector who are: • level 4 qualified teachers/trainers wishing to teach ESOL as a subject specialist

who are able to demonstrate English language use and knowledge at Level 3

or

• existing teachers/trainers of ESOL as a subject specialist who wish to gain a specialist qualification and are able to demonstrate English language use and knowledge at Level 3

The award is based on qualification specifications commissioned by the Department for Education and Skills (DfES) and prepared by collaboration between Further Education National Training Organisation (FENTO) and Qualifications and Curriculum Authority (QCA), to meet the National Qualifications Framework (NQF) requirements for teacher qualifications in this sector. Entry requirements Candidates must have: • the ability to demonstrate English language use and knowledge at Level 3. • a teaching qualification at stage 2 (or stage 3), level 4 or • an established ‘legacy’ qualification comparable to a stage 2 award. For example, an

UCLES Cert TEFLA/TESLA, or Trinity Certificate in TESOL. • They must be holders of other initial teaching qualifications in English language

teaching and would have to give a convincing account of how they have acquired or extended their skills, knowledge and understanding of teaching and learning to a current stage 2 level. This would need to be detailed in their application forms and assessed through an entry procedure.

• the entry procedure would also assess the candidates personal language skills.


Related qualifications In addition to this award, the following City & Guilds qualifications are available in the Adult Literacy and Adult Numeracy sector: For learners: 3792 Certificate in Adult Literacy and Adult Numeracy 3797 Preparing for Employment 3798 Numberwise 3799 Wordwise For those supporting and teaching learners: 9295 Level 2 Certificate for Adult Learner Support 9483 Level 3 Certificate in Adult Literacy Subject Support 9484 Level 3 Certificate in Adult Numeracy Subject Support 9485 Level 4 Certificate for Adult Literacy Subject Specialists 9486 Level 4 Certificate for Adult Numeracy Subject Specialists 9487 Level 3 Certificate in ESOL Subject Support Information on these schemes is obtainable from City and Guilds Customer Services Enquiries Unit.


The Award For the Level 4 Certificate for ESOL Subject Specialists the units are: Unit number Unit title

Unit 1 English language use

Unit 2 English language skills

Unit 3 Factors affecting language use and learning

Unit 4 Theoretical frameworks

Unit 5 Developing ESOL programmes

Unit 6 Teaching practice

Candidates must achieve all six units for the award of the Certificate (see Assessment Section). Assessment National standards and rigorous quality assurance are maintained by the use of • Independent assessment • Quality assurance provided by the centre and monitored by City & Guilds’ external

verification system, to ensure that national standards are maintained. Assessment components are graded Pass/Fail only. Assessment materials City & Guilds has produced a number of assignments. These assignments must be completed by centres as part of the assessment of their course programmes.


Assignment evidence

Unit Assessment components

Assignment evidence Guided learning

hours


9488-01-001

Assignment that is internally assessed,

internally verified and externally verified

10 hours

Unit 2 English language

skills

9488-01-002



30 hours

Unit 3 Factors affecting

language use and development

9488-01-003



20 hours

Unit 4 Theoretical

frameworks

9488-01-004



30 hours

Unit 5 Developing ESOL

programmes

9488-01-005



30 hours


9488-01-006



30 hours

Independent assessment – Unit 4 Every candidate must have a piece of work from unit 4 independently assessed. The assessment must be carried out by an assessor/examiner who is not directly involved in supporting or working with the candidate, whether in education, training or employment relationships. Candidates with particular requirements For candidates with particular requirements, centres should refer to City & Guilds policy document Access to assessment, candidates with particular requirements.


Quality assurance It is important that centres have in place effective quality assurance systems to ensure optimum delivery of these qualifications. In addition, City & Guilds appoints a subject-specific External Verifier to monitor standards and provide advice and guidance. Quality assurance includes initial centre approval, scheme approval, the centre's own procedures for monitoring quality and City and Guilds' ongoing monitoring by an External Verifier. Details of City & Guilds criteria and procedures, including roles of centre staff and External Verifiers can be found in Providing City & Guilds Qualifications - a guide to centre and scheme approval. However, the following is a summary of the key roles involved in the successful implementation and assessment of the scheme. The role of the Centre Co-ordinator is to: • liaise with City & Guilds • provide a centre with a policy and guidelines for the delivery of the qualifications • plan and manage the implementation of the qualifications • establish and monitor candidate support systems • ensure that assignments and candidate evidence are available and clearly organised

and accessible for the External Verifier • ensure that all City & Guilds documentation is completed when required. This role maybe combines with that of Internal Moderator. The role of the Internal Moderator is to: • monitor centre practice and quality procedures • ensure delivery and resources are appropriate • ensure assessment decisions are consistently accurate • confirm the grades of each cohort of learners at the end of their programme • provide assessors with advice and share good practice.

The Internal Moderator will also monitor: • coverage of the subject specifications for ESOL • programme delivery • appropriate assessment practice and standards, • internal standardisation and practical teaching and feedback (including arrangements

for, and records showing, practical teaching practice for each candidate).

Internal Moderators will check internal assessment standardisation in terms of plans to double mark and to sample: • all candidates for each learner group • all units • all forms of assessed work • all tutors over a period of time • practical teaching through brief observation of assessment and feedback, and make

sure that appropriate assessment activity is taking place.


The role of the assessor is to: • ensure that each candidate is fully briefed on the requirements • provide guidance and support to candidates on the assessment requirements for each

unit • assess the extent to which each candidate’s work contains evidence to demonstrate

that the assessment requirements have been met • provide each candidate with prompt, accurate and constructive feedback • keep accurate and legible records • meet with the co-ordinator and other tutors to monitor, agree and maintain standards. The role of the External Verifier is to ensure that: • centres are following the assessment specifications published by City & Guilds • centres interpret standards consistently • centre documentation meets the requirements of City & Guilds • centres carry out internal verification of candidate work. When carrying out monitoring visits and external verification visits, the External Verifier will require to see: • a record of all units completed by candidates • the completed assignments (including candidate guidance) and internally assessed

work by candidates for whom the centre intends to seek certification • a record of which tutors have been responsible for which units • evidence of regular meetings and a team approach to maintaining the quality

standards • evidence related to APEL candidates.


Staffing Each member of the core team should be a graduate or have a Level 4 qualification in a subject relevant to the understanding of the English language. In addition, each member should have both:

• a minimum of 500 hours ESOL teaching experience, spread over 3 or more years,

preferably with evidence of excellent or good internal quality grades. The ESOL teaching experience should have been gained with learners of ESOL who fall within the four broad categories identified in Breaking the Language Barriers (DfES, 2000) either in Britain or in another country of settlement where English is used as a first language.

• a specialist ESOL teaching qualification such as the former RSA Diploma in the Teaching of English as Second Language to Adults in Further, Adult and Community Education or the Cambridge DELTA.

• City and Guilds 9285 or 9281 are not appropriate for this purpose.

plus one of the following:

• experience of delivering teacher-training in post-16 context, or training trainers, or training the supporters of learning

• post-graduate Certificate in Education or a qualification in training

In addition, input on those areas of the qualification that cannot be covered by the core team should be delivered by a qualified specialist. This specialist should have experience of delivering the subject at Level 4.

Resources Centres must have an adequate learning environment and access to up-to-date information technology. Candidates should have access to professional journals such as Language Issues, and a range of sources of information listed in the indicative reading lists, regularly updated publications from Skills for Life, the Basic Skills Agency and the National Centre for Research and Development. In addition, they should be encouraged to participate in the activities of professional organisations like the National Association for the Teaching of English and other Community Languages to Adults (NATECLA).

Candidates’ teaching situations

Candidates should be carrying out their teaching practice in an environment and with the use of facilities likely to be deemed at least “adequate” for language teaching by the Inspectorate (ref : Success in Adult Literacy, Numeracy and ESOL – a guide to support the Common Inspection Framework, Question 3: How are achievement and learning affected by resources?) The centre must provide the following: • facilities adequate for the operational and administrative requirements of the scheme

and • a centre co-ordinator who will be the point of contact for City & Guilds • internal Quality Assurance Procedures • approved assessors to conduct the assessments • facilities to offer assessments in all the units of the qualification for which they are

approved. An approval visit will be arranged and an External Moderator will check the centre has access to personnel, equipment, facilities and resources to provide proper assessments normally related to a practical workplace situation.


The centre must be able to provide secure arrangements for the storage of assessment documents and records, ensuring that there are appropriate opportunities for open communication between the course team, centre co-ordinator and External Moderator. Delivery options The programme can be delivered in a variety of ways, provided that it: • meets the contact hour (GLH) requirement of this qualification – that is between 90-

120 contact hours • covers the content requirement as described in the units • individual unit assessment is available as an option to all candidates Unit accreditation is available. However, centres should adopt a holistic approach to delivering the award. Centres should refer to the FENTO Guidance on using the Subject Specifications for Teachers of ESOL at level four.

Each unit has been assigned a notional number of contact hours (GLH), but in practice centres may wish to design programmes which combine units in a flexible way in response to the needs of the candidate group.

Two FENTO documents help define the framework and context of the teaching practice. The first of these documents is the ‘Standards for teaching and supporting learning’. These standards provide an agreed set of standards that can be used to inform the design of accredited awards for FE teachers/trainers, validated within the national qualifications framework or by higher education institutions. They also provide standards that can be used to inform professional development activity within FE. The second document, available on the FENTO and DfES web sites, to be used to frame the teaching practice is the ‘Guidance on using the subject specifications for Teachers of ESOL at level 4 in conjunction with the standards for teaching and supporting learning’. This guidance document provides help with interpreting the Teaching and learning standards from the perspective of ESOL teaching as well as the pedagogical knowledge and understanding required for ESOL teaching. It will also provide guidance on how to develop and use a range of ESOL teaching and learning techniques. Essential supplementary documents can be found in the Delivering Skills for Life pack, which is available from the DfES and contains the Adult ESOL Core Curriculum. Centres intending to deliver this award alongside the 7407 should note that the 120 contact hour (GLH) requirement for this award is on top of the contact hour (GLH)

requirement for the 7407 award. Careful construction and assessment of the teaching experience may mean the 30 hours of teaching practice could count towards the total teaching time needed for an FE teaching award.


Integration of theory and practice throughout the programme Integration of theory and practice is central to the success of the teaching practice and to the understanding behind the theoretical assignments. It is likely to be encouraged by the following factors: 1 everyone in the course team has both subject expertise and teaching skills. 2 teaching practice should be assessed by a member of the core team to ensure

integration of theory and practice. 3 where necessary units should be co-tutored to reflect all areas of expertise: ESOL

practice, pedagogy in the post-16 context, English language knowledge. 4 the assessment of teaching practice for this award should focus on how “subject

specific” skills and knowledge are demonstrated through teaching and learning. 5 criteria for assessment of teaching practice should cover the key areas of learning

as outlined in the FENTO standards for TEACHING AND SUPPORTING LEARNING and the Subject Specifications for Teachers of English for Speakers of other Languages (ESOL)

6 Centres must ensure that placement mentors are seen as integral to the process of linking theory to practice. To this end there needs to be: • induction training for mentors, prior to the start of the course, which will brief

them fully on the content of the course, address their roles and responsibilities, familiarise them with the course documentation and address issues of standardisation of feedback. This training should be delivered by members of the core team. Centres will need to liaise and negotiate with institutions to ensure that mentors are released to attend induction training

• a designated member of the course team who will liaise with placement mentors, their employers and course trainees to ensure effective communication between them and the course team, and who will support the placement mentors during the course. Additionally, this person will be responsible for producing written guidance for mentors, updating the guidance, publicising the need for mentors and giving information about the course to potential mentors

• opportunities (at least one per course) for mentors to meet to discuss and standardise practice and feedback key areas of concern to the course team.

Co-tutoring means that the tutoring will be undertaken by members of the core team and specialists depending on the requirements of the course. Accreditation of prior learning at level 4 Candidates can bring forward prior achievement in relevant qualifications at Level 4 and have this achievement credited toward the evidence requirements and assessment for appropriate parts of qualifications derived from the ESOL subject criteria. This process is limited to qualifications that have as their primary purpose the development of knowledge, skills and understanding associated with the use of English language. Candidates already in possession of a degree in English can claim exemption from the assessment for Unit 1. The nature of the Communications Key Skill at level 4 is such that it is not considered as appropriate for exemption from any complete assessment objective at this level.


Centre and scheme approval

Centres wishing to offer City & Guilds qualifications must gain approval.

New centres must apply for centre and scheme approval.

Existing City & Guilds centres will need to get specific scheme approval to run this award.

Full details of the process for both centre and scheme approval are given in Providing City & Guilds qualifications – a guide to centre and scheme approval which is available from City & Guilds’ regional offices.

City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from an approved centre to conduct a particular City & Guilds scheme or particular City & Guilds schemes, for reasons of debt, malpractice or for any reason that maybe detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds.

Registration and certification

• for the award of the full certificate, candidates must successfully complete all of the assignments for all six units

• candidates must be registered at the beginning of their course. Centres should submit registrations using Form S (Registration), under scheme number 9485.

• when all assessment requirements for the unit have been successfully completed, candidate results should be submitted on Form S (Results submission). Centres should note that results will NOT be processed by City & Guilds until verification records are complete.

• candidates achieving one or more assessment components will receive a Certificate of Unit Credit listing the assessment components achieved. Candidates achieving the number and combination of assessment components required for the Certificate will, in addition, be issued a Certificate.

• full details on all the above procedures are given in the Directory of Vocational Awards published annually by City & Guilds. This information also appears on City & Guilds Web site http://www.city-and-guilds.co.uk


Key skills signposting The Level 4 Certificate for ESOL Subject Specialists provides opportunities to gather evidence for the accreditation of Key Skills as shown in the table below, although, to gain Key Skills certification, Key Skills would need to be taken as additional awards. Please note that there are issues relating to the levels at which candidates can achieve Key Skills and the form of accreditation required.

Unit Communication Application of Number

Information Technology

Working with others

Improving own learning

and performance

Problem Solving


C4.1 C4.2 C4.3

Unit 2 English language skills

Unit 3 Factors affecting language use and learning

Unit 4 Theoretical frameworks

Unit 5 Developing ESOL programmes


C4.1 C4.2 C4.3

W04.1 W04.2 W04.3

LP4.1 LP4.2 LP4.3

Appeals procedure Centres must have their own, auditable, appeals procedure. If a candidate is not satisfied with the assessor’s judgement of their competence during the assessment process, or a candidate feels that the opportunity for assessment is being denied, the scheme co-ordinator and head of centre should, in the first instance, address the problem. If, however, the problem cannot be resolved, City & Guilds will arbitrate and the external verifier may be approached to offer independent advice. All appeals must be clearly documented by the scheme co-ordinator and made available to the external verifier or City & Guilds if advice is required. Should occasions arise when centres are not satisfied with any aspect of the external verification process, they should contact the appropriate City & Guilds regional/national office. Course design

Tutors/assessors should familiarise themselves with the structure and content of the Qualification before designing an appropriate course. City & Guilds does not itself provide courses of instruction or specify entry requirements. As long as the requirements for the Qualification are met, tutors/assessors may design courses of study in any way that they feel best meets the needs and capabilities of the candidates. Units are broadly the same size and centres may deliver them in any order they wish.


It is recommended that centres cover the following in the delivery of the course where appropriate: • the Key Skills qualifications and/or Wider Key Skills • equal opportunities. This qualification is at level 3 of the National Qualifications Framework (NQF) and is in the 60-90 guided learning hour range. Candidates seeking to work towards this qualification must be competent in literacy to at least level 2 at the time they begin their programme. This can be demonstrated through achievement of the Adult Literacy national test (City & Guilds scheme 3792) or through other relevant qualifications or experience. No specific prior qualifications, learning or experience are required for candidates beginning the course, although the nature of both the learning and assessment required for the qualification is such that candidates will need to be able to read and interpret written tasks and to write answers in a legible and understandable form. Candidates will also need to be able to organise written information clearly and coherently. The Award is based on specifications commissioned by the Department for Education and Skills (DfES) and prepared by collaboration between Further Education National Training Organisation (FENTO) and Qualifications and Curriculum Authority (QCA), to meet the National Qualifications Framework (NQF) requirements for teacher qualifications in this sector and training standards such as those from FENTO and the Employment NTO. Equal opportunities Access to this award is open to all, irrespective of gender, race, religion or creed, age or special needs and there are no formal entry requirements. The centre co-ordinator should ensure that no candidate is subjected to unfair discrimination on any grounds in relation to access to assessment and to the fairness or the assessment. QCA requires City & Guilds to monitor centres to check whether equal opportunities policies are being adhered to. The City & Guilds equal opportunities policy can be found in the Directory of Vocational Awards. City & Guilds requires that centres approved to offer assessments leading to its qualifications should inform candidates of the existence of this policy.


Unit Stucture The format of each unit is as follows: Unit title Based on FENTO Key Areas. Unit aims This refers to the key areas covered by the unit. Outcomes This is what the candidate should be able to do on completion of the unit. Indicative content This section describes the key knowledge/understanding for each outcome identified in the unit and forms the basis for the development of a scheme of work. Teaching and learning strategy A selection of strategies which may be used by tutors in the delivery of the unit. Sample assessment strategies for formative assessment This is the means by which the candidate can be assessed. Indicative reading A selection of recommended introductory texts relevant to the unit. Grade descriptions These have been written by the Qualifications and Curriculum Authority (QCA) and give a general indication of the level of attainment characteristic of a Pass grade. The description should be interpreted in relation to the content outlined in the specification; they are not designed to define that content.


Unit 1 English language use (10 hours) Aims

The aims of this unit are to enable candidates to demonstrate the ability to:

• produce well-structured, effective responses to a range of oral communication challenges and convey and receive complex information intelligibly showing a commanding use of a variety of oral skills and techniques

• understand and interpret a range of complex written texts produced for a range of purposes and audience, including technical aspects of text construction

• appreciate and apply appropriate rules, conventions and techniques to produce written texts capable of conveying information clearly and effectively for a range of purposes and audience

Outcomes On successful completion, the course candidate will be able to: Speaking and listening 1.1 listen critically and attentively and respond appropriately.

1.2 contribute their own points in conversation and enable others to make

contributions.

1.3 speak clearly and articulately to individuals and to small and large groups, using

appropriate delivery techniques.

1.4 select the style, amount of information and language appropriate to the purpose,

setting and audience.

1.5 convey complex information and arguments effectively.

1.6 use non-verbal communication to enhance effectiveness of oral communication exchanges and respond to its use by others.

Reading 1.7 read and use a range of texts and other source materials critically 1.8 select from a range of reading strategies according to the text and purpose and find

and select information from a range of sources 1.9 recognise and evaluate writing techniques and devices used in texts 1.10 apply a range of editorial skills sympathetically and skillfully to summarise,

paraphrase and present material to suit specific purposes and audiences 1.11 make effective use of a range of note-taking techniques when recording information


Writing

1.12 judge the information needs of different audiences and respond to these needs effectively

1.13 select language, style and tone appropriate to purpose, setting and audience 1.14 present information and arguments effectively 1.15 show a discerning use of language to enhance effectiveness of written work 1.16 edit own writing for content and accuracy and for style and appropriateness Indicative content The indicative content is taken from the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL), pages 34 to 39. The indicative content is summarised as bullet points under the learning outcomes.


Speaking and listening 1.1 Listen critically and attentively and respond appropriately

This would involve: • recognising speaker’s intention • being aware of interlocutor’s reactions and adjust speech accordingly • recognising others' feelings and opinions and respond sensitively, and • using appropriate questioning techniques and responses 1.2 Contribute their own points in conversation and enable others to make

contributions.

This would involve: • using linguistic and paralinguistic cues to signal the end of an utterance • recognising such cues from others, and • allowing and encouraging others to take turns and make contributions 1.3 Speak clearly and articulately to individuals and to small and large groups,

using appropriate delivery techniques This would involve: • adjusting volume, speed and pitch of voice to the setting, role at different stages and

number of listeners • projecting voice without strain, and • using stress and intonation to indicate main points 1.4 Select the style, amount of information and language appropriate to the

purpose, setting and audience

This would involve: • being aware of differences between spoken and written English, and degrees of

formality • using an accepted variety of English in professional settings • evaluating information needs of different audiences, and • using techniques to enhance effectiveness of message and further understanding

such as:

i Similes, metaphors and allusions ii Rhetorical questions iii Direct and indirect quotations, and iv Repetition and antithesis

Teachers/trainers need to develop the knowledge, skills and understanding associated with the effective use of English when communicating with speakers of other languages. This should include knowing how to: • adjust their own use of English, as appropriate to the level of understanding of the

interlocutor


• use of a range of strategies to make meaning clear, when communicating and when presenting new information

• provide appropriate models and examples of language use, to assist the language development of the learners

• assist others to communicate and express themselves accurately, through the use of feedback, correction and reformulation, and

• use a range of strategies, including checking questions to confirm understanding 1.5 Convey complex information and arguments effectively

Organise ideas logically and link them coherently following English academic conventions. This includes: • using grammatical and phonological features to mark significant points, and • structuring utterances and/or presentation with appropriate discourse markers 1.6 Use non-verbal communication to enhance effectiveness of oral

communication exchanges and respond to its use by others. This includes:

• eye contact, turn-taking, facial expression, gesture, and posture


Reading 1.7 Read and use a range of texts and other source materials critically Use a range of texts produced for different purposes and audiences in different fields including fiction, non-fiction, technical and non-technical. This would involve: • recognising different text types and genres • recognising the author’s intention such as to inform, persuade and explain • using knowledge of grammar, lexis and discourse to understand texts, and • being able to understand major features and content of texts not in their own field • interpreting creative writing • bringing own knowledge and experience to bear on the text • analysing the overall organisation and detailed construction of texts • inferring meaning that is not explicit • evaluating a line of reasoning, identifying logical progression, false premises, flawed

reasoning and false assumptions • distinguishing fact, opinion and possible bias • using different critical approaches when reading a text depending on whether the

focus is on the writer, form, structure or content of text 1.8 Select from a range of reading strategies according to the text and purpose

and find and select information from a range of sources This would involve: • using features such as contents pages, abstracts, indexes and bibliographies to

identify relevant information • using information search engines to locate and retrieve information Develop and apply a range of reading skills according to the text and purpose This would involve: • skimming for main idea • scanning for specific information • using intensive and extensive reading strategies, and • using title, heading, topic sentences to get overview of text • reading in detail 1.9 Recognise and evaluate writing techniques and devices used in texts This would involve: • analysing different types of text, evaluating their quality and making judgements

about them • being able to recognise and analyse the effect of stylistic devices used in writing of

others • developing an awareness of how information and ideas are presented and can be

interpreted in different ways, depending on point of view, context, purpose and audience

• understanding use of vocabulary, connotation of words, formal and informal register, levels of formality, politeness indicators, etc.


1.10 Apply a range of editorial skills sympathetically and skillfully to summarise paraphrase and present material to suit specific purposes and audiences

Recognise common errors in writing such as: • poor organisation and development • repetition • incorrect use of tenses, articles and idiomatic expressions • lack of coherence and cohesion and reason for this 1.11 Make effective use of a range of note-taking techniques when recording

Information

• be aware of various ways of making notes, such as linear notes, spider-grams and flowcharts

• make effective use of headings, subheadings, and abbreviations


Writing 1.12 Judge the information needs of different audiences and respond to these

needs effectively This would involve: • judging how much background information and detail is needed, and • selecting and organise ideas • producing written work that allows non-specialists to access specific information • developing the skills associated with producing easily accessible and understood

written work 1.13 Select language, style and tone appropriate to purpose, setting and

audience This would involve being aware of: • the differences between spoken and written English and different degrees of formality • genre constraints • relevant text types such as letter, essays, reports, articles and following conventions in

their own writing • how to produce writing in a range of different styles at a range of lengths and

complexity for a variety of audiences such as:

1 descriptive and narrative 2 argumentative and discursive 3 personal, reflective and evaluative

at a range of lengths and complexity for a variety of audiences 1.14 Present information and arguments effectively This would involve: • organising ideas logically • linking points coherently using a wide range of grammatical and lexical cohesive

devices 1.15 Show a discerning use of language to enhance effectiveness of written

work This would involve: • making informed choices about:

1 style, tone and presentation, and 2 vocabulary and expression


• using techniques to enhance effectiveness of message and further understanding such as:

1 similes, metaphors and allusions 2 alliteration and onomatopoeia 3 rhetorical questions and paradox 4 repetition and antithesis, and 5 direct and indirect quotations

1.16 Edit own writing for content and accuracy and for appropriacy and style This would involve: • producing finished work that can be read without strain • spelling and punctuating correctly Teaching and learning strategy This should be based on principles of active and learner-centred learning. Candidates should be required to apply critical reflection both to their practice as teachers/trainers and to themselves as users of language and literacy. Delivery should include: • teacher/trainer input, analysis of case studies, readings for presentations by

candidates, structured discussion, collaborative tasks Sample assessment strategies for formative assessment Speaking and listening Group discussions; small and large group presentations; taped or videoed activities

Reading

Research and preparation reading for ‘speaking and listening’ and ‘writing’ assessments.

Writing Draft assignments; reading, writing and spelling analysis tasks; materials development task. Indicative reading

Core

Cottrell, S. (1999) The Study Skills Handbook. Basingstoke: Palgrave Reference Rose, J. (1998) The Mature Learner’s Guide to Writing. Basingstoke: Macmillan Wallace, M.J. (1993) Study Skills in English, Student’s Book. C.U.P (in particular unit 4, taking part in seminars) Buzan,T. (1993) The Mind Map Book. London: BBC Krupska, M. and Klein, C. (1995) Demystifying Dyslexia. London Language and Literacy Unit


Grade descriptions Speaking and listening The aim should be to encourage candidates to produce well-structured, effective responses to a range of oral communication challenges. Candidates will show the ability to organise and articulate opinions and arguments in speech. They will be able to convey and receive complex information intelligibly showing a commanding use of a variety of skills and techniques to strengthen oral contributions and enhance the accessibility of the message or information being communicated or absorbed.

Candidates will participate in critical debate engaging viewpoints that differ from their own in a mature and professional manner, showing independence of thought and exercising a degree of informed critical judgment. Expect candidates to show confident use of a range of techniques to communicate effectively and to instill confidence in others. Candidates will show confidence in producing and delivering appropriately pitched, paced and presented information, utilising a range of techniques to enhance the quality and effectiveness of their input. They will be able to create and control the presentation environment generating an atmosphere conducive to delivering, receiving and understanding information and feedback. Though similar knowledge, skills and understanding feature in the speaking requirements of Level 3 and Level 4, the distinctive nature of Level 4 is expressed through the candidate’s ability to: 1 communicate more complex information. 2 deal with more diverse circumstances / more challenging audiences. 3 deal with oral communication challenges confidently and in a commanding manner. Reading The aim is to have candidates demonstrate critical and reflective skills allowing them to show confident interpretation of a variety of text produced for different purposes and audiences. Candidates will show confident powers of textual analysis and fluent, critical argument drawing on insights gained and given from their understanding of literary frameworks and writing techniques and devices. Candidates will show attention to detail, structure and form and have a clear understanding and appreciation of the role of the reader in the process of communication and interpretation. Successful candidates will also be able to consider views other than their own and exercise a degree of independent critical judgement in the close reading of texts. Reading material and subject matter must be sufficiently complex and suitably demanding. This will be key to establishing the standard expected at this level. Candidates are expected to read and evaluate complex texts within their own field. Writing The aim should be to encourage candidates to show structure, coherence, clarity and accuracy of written expression in response to written communication challenges. This will involve a well-developed understanding of grammar and mechanics such as punctuation and spelling, as well as an understanding of style, writing techniques, conventions and devices used to help written work meet its purpose and have an appropriate impact on its intended audience. Successful candidates will demonstrate fluent critical argument and will have the ability to organise and articulate opinions and arguments using relevant


specialist vocabulary accurately. Candidates will apply the different rules, conventions and techniques confidently and accurately to produce text capable of communicating or conveying information clearly and effectively. A key indicator of standard at this level is the demand and nature of the writing challenges set and encountered.


Unit 2 English language skills (20-30 hours) Aims The aims of this unit are to enable candidates to demonstrate: 1 knowledge and understanding of the nature and interdependence of key aspects of

the 4 linguistic skills1 2 ability to apply this understanding to appraise and develop learners’ language skills

outcomes On successful completion, the course candidate will have a knowledge and understanding of: Receptive skills Reading 2.1 Theories of reading and text processing 2.2 How approaches to texts can vary depending on the reading purpose 2.3 The importance of inference and background knowledge and shared experience in

the interpretation and full understanding of texts 2.4 The range of features to help decode meaning of words, sentences and whole texts 2.5 The role of layout and typographical features 2.6 Sound/symbol relationships and their importance in reading 2.7 The role of punctuation 2.8 The potential barriers to accessing texts Listening 2.9 How oral information is processed 2.10 The variety of approaches possible depending on purpose of listening activity 2.11 The importance of inference and background knowledge and shared experience for

interpretation and full understanding of utterances 2.12 The features indicating the purpose of utterances and that convey meaning 2.13 The importance of phonology in listening comprehension 2.14 The potential barriers to comprehension

1 It is important to realise that the focus of this unit is on the language skills that bilingual learners need to develop and acquire. They are different from the personal language use, Unit 1, that teachers at level 4 need to demonstrate.


Productive skills Speaking 2.15 Spoken language acquisition and speech processing in an ESOL context 2.16 Key features of spoken English and the ways in which it differs from written English 2.17 Context and the levels of formality in spoken discourse 2.18 A wide range of language functions and the forms used to express them 2.19 Paralinguistic features 2.20 Some key differences in phonemic systems of languages spoken by learners Writing 2.21 The theories of writing and discourse and production of written text 2.22 The stages in beginner literacy and the skills that need to be developed 2.23 The significant features of written texts 2.24 The stages involved in producing formal written texts 2.25 Spelling patterns and syllabification 2.26 Contribution of punctuation to meaning in written texts 2.27 The development of writing skills for speakers of other languages Indicative content The indicative content is taken from the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL). The indicative content is summarised as bullet points under the learning outcomes.


Reading 2.1 Theories of reading and text processing Importance of prior knowledge and understanding of topic, context and domain specific language 2.2 How approaches to texts can vary depending on the reading purpose. Approaches such as: • recognising genres and predicting content • identifying topic sentences • whole word approach, phonics • reading for gist to understand the essential points and key words • recognising that it is not necessary to understand every word to extract the necessary

information • reading for detail, to get the specific information in a text • guessing the meaning of unknown words from context clues 2.3 The importance of inference and background knowledge and shared

experience in the interpretation and full understanding of texts Topical and cultural reference and values within the local and major community, and the need to ‘unpack’ allusions • what is significant and what may be glossed over 2.4 The range of features to help decode meaning of words, sentences and

whole texts Features such as: • grammatical patterns, lexical items and language functions • english spelling patterns, and • etymology and morphology 2.5 The role of layout and typographical features An understanding of:

• conventions and formats of different types of written genres and texts • graphical devices that supplement or convey information in texts

2.6 Sound/symbol relationships and their importance in reading Ways of representing pronunciation in writing: • how letters of the alphabet are used in different combinations to make graphic

representations of the sounds of English (e.g. digraphs: ch, th, sh) • how English phonemes can be represented by different graphemes, including

common ways to spell each of the diphthongs, (e.g. play, weigh, place, rain) • common spellings of long and short vowels • how silent [r] is replaced by schwa in certain positions to form diphthongs or

triphthongs, e.g. near, fire


• recognition and use of phonemic symbols where appropriate and the way pronunciation is represented in dictionaries, and

• how language change has made spelling differ from pronunciation 2.7 The role of punctuation Meaning of the full range of punctuation devices 2.8 The potential barriers to accessing texts An awareness and understanding of the possible barriers to accessing texts created by: • unfamiliarity with culture, genre, text type, topic • density of text • length and complexity of sentence structure • use of idiomatic expressions, abstract terms and low frequency vocabulary, and • variations in handwriting Integration with teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 19 and 25. Teachers/trainers need to be able to apply their knowledge of reading in diagnostic, formative and summative assessment. ESOL teachers/trainers need to understand that literacy has different status in different cultures and that some learners will come from societies with a strong oral tradition. They also need to recognise the importance of background knowledge and cultural awareness in the understanding of written texts and to be aware that not all ESOL learners will have this knowledge or share this cultural understanding; these will need to be made explicit to enable them to access meaning. Teachers/trainers need to be able to use the Adult ESOL Core Curriculum to identify the sub skills of reading and to recognise which ones are needed for different purposes and with different text types. Teachers/trainers need to know how to analyse reading skills into text, sentence and word level skills, understand the relationship between them and integrate all three levels in teaching. Teachers/trainers need to be able to teach reading to a range of learners; those who are non-readers in any language; those who read in another script; those who can already read the Latin script; those who can speak and understand English but not read; those whose reading is better than their oral English; beginners through to advanced. ESOL teachers/trainers need to be aware how familiarity with context and genre can aid reading and be able to put this knowledge to use in teaching reading. Teachers/trainers need to know about and use a range of reading material, both authentic and simplified texts, for teaching reading. They need to make sure learners are exposed to a very wide range of authentic and graded text types, both printed and on screen, which are relevant to their level, interests and aspirations. They need to be able to choose materials that are suitable for adults, of interest to their learners and at the right level of English and reading level. For example techniques for teaching reading, please see Appendix 1.


Listening 2.9 How oral information is processed Models of processing – communicative competence, ‘input hypothesis’ Importance of prior knowledge and understanding of topic and context and domain specific language 2.10 The variety of approaches possible depending on purpose of listening

activity • listening for gist to understand the essential points and key words • recognising that it is not necessary to understand every word to extract the necessary

information • listening for detail to get specific information, and • guessing the meanings of unknown words from context clues 2.11 The importance of inference and background knowledge and shared

experience for interpretation and full understanding of utterances An awareness and understanding of: • topical and cultural reference and values within the local and major community, and

the need to ‘unpack’ allusions • what is significant and what is inessential detail 2.12 The features indicating the purpose of utterances and that convey meaning Features such as: • stress and intonation patterns • grammatical and semantic features • language functions • discourse markers, and • paralinguistic features such as gesture, facial expression, body movements 2.13 The importance of phonology in listening comprehension An understanding of: • the use of stress and intonation to signal the most important parts of an utterance • the role of pauses in utterances, and • the importance for meaning of identifying key syntactic and morphological features

such as ‘a’, ‘on’, ‘-ed’ 2.14 The potential barriers to comprehension An awareness and understanding of: • transfer of phonological patterns in the primary language • differences in usage of key grammatical and discourse markers in different languages • regional and local accents • differences between English and particular primary languages


• unstressed structural items, such as articles, which are difficult to hear in connected speech for speakers of other languages, and the role of redundancy in speech

Integration with teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 20 and 26. Teachers/trainers need to be able to apply their knowledge of listening in diagnostic, formative and summative assessment. With listening as with reading, teachers/trainers need to recognise the importance of background knowledge and cultural awareness in the understanding of spoken texts. They need to be aware that not all ESOL learners will have this knowledge or share this cultural understanding; these will need to be made explicit to enable them to access meaning. Teachers/trainers need to be able to use the Adult ESOL Core Curriculum to identify the sub skills of listening and to recognise which ones are needed for different purposes and with different text types. They need to ensure that learners have the opportunity to listen to different varieties and accents of English in relevant, meaningful contexts. ESOL teachers/trainers need to know how to use both authentic and simplified materials to develop learners’ listening skills and how to design activities and tasks which build confidence and make the texts accessible to learners at different levels. They need to know different ways of clarifying, checking and confirming learners’ understanding of what they have heard. Teachers/trainers need to know how to choose materials that are relevant, motivating, and of the right level and length to develop learners’ listening skills. They need to know how to use the same text with different tasks when they have mixed level groups and how to use tapes, computers and videos as well as peers and English speakers as sources of listening material. They need to be familiar with commercially produced materials as well as how to record or make their own good quality tapes and to be aware that learners need to hear a different varieties and accents of English. Teachers/trainers also need to know the importance of setting listening work in context and of providing integrated as well as discrete listening practice opportunities. For examples of listening techniques, please see Appendix 1.


Speaking 2.15 Spoken language acquisition and speech processing in an ESOL context An understanding of: • different levels of spoken English (Basic Interpersonal Communication Skills -BICS and

Cognitive Academic Language Processing - CALP) • concepts of fluency, accuracy, appropriacy and communicative competence 2.16 Key features of spoken English and the ways in which it differs from written

English Features of spoken English, including:

• tendency of spoken English to be less formal • frequency of incomplete sentences and vague language • greater redundancy • importance of intonation for indicating meaning and attitude • features of dialect and language variety more prominent in the spoken language • use of simple co-ordinate structures and narrower range of lexical items • use of verbs rather than nominalizations, and • greater reliance on physical context 2.17 Context and the levels of formality in spoken discourse An understanding of:

• a range of typical spoken language functions and form appropriate to purpose, context and register, including paralinguistic features

• appropriacy and acceptability of different language styles in certain contexts depending on roles and relationships within communicative situation

• use of standard spoken language • features of spoken discourse: turn-taking, topic shifters, summarisers • speech acts or performatives • use of slang, idiomatic expressions, greater use of verbs, deictics and monosyllabic,

high frequency lexical items, and • use of intonation to express attitude, emotion and meaning 2.18 A wide range of language functions and the forms used to express them An understanding of the factors that influence the choice of function and form such as topic, situation, context, setting and relationship between speakers. 2.19 Paralinguistic features:

An awareness and understanding of:

• features such as: facial expression, body language, gesture, and • the fact that such features may have different meanings in different cultures


2.20 Some key differences in phonemic systems of languages spoken by learners

Awareness and understanding of: • use of different stress and tonal features to convey meaning • use of different sounds and contrastive features to carry meaning • stress-timed versus syllable-timed languages

Integration with teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 20 and 27. Teachers/trainers need to be able to apply their knowledge of speaking in diagnostic, formative and summative assessment. ESOL teachers/trainers will need to clarify conventions of formality and informality as these may be culture specific and will need to be made explicit to learners. Teachers/trainers need to understand that learners may have learned more formal varieties of spoken English or may use speech patterns from more formal written English if their previous learning focused on reading and writing. Teachers/trainers will need to know something about or where to find out about their learners’ other languages and be able to recognise the likely effect of these on their spoken English.

Teachers/trainers will need to be aware that there are different levels of spoken English fluency and to recognise that learners who can use language competently in one setting may not be able to in another, for example, social and academic contexts. ESOL teachers/trainers need to know how to help learners see how context affects choice of appropriate language. Teachers/trainers need to know how to highlight the differences between spoken and written language and when to focus on accuracy or fluency with learners. Teachers/trainers will need to provide opportunities for learners to develop language fluency across a spectrum of relevant contexts.

ESOL Teachers/trainers need to know how to set up activities including pair, small group and whole class activities which maximise learners’ opportunities for spoken language use. They need to be able to provide opportunities for authentic language use in the classroom, and also to use speaking activities to work on aspects of language form such as phonology and grammar. They need to provide practice in contexts requiring different levels of formality. For example techniques for teaching speaking, please see Appendix 1.


Writing 2.21 The theories of writing and discourse and production of written text Some understanding of: • discourse analysis, genre analysis, cognitive academic language processing (CALP),

and • terms such as English for Academic Purposes (EAP) and English for Special Purposes

(ESP) and domain-specific knowledge 2.22 The stages in beginner literacy and the skills that need to be developed An understanding of: • letter formation and spelling patterns • the spacing of words and sentences, and • cursive writing. 2.23 The significant features of written texts A detailed understanding of the significant features of written texts, such as: • choice of appropriate conventions and formats for different genres • choice of grammar and lexis appropriate for the purpose, content and audience • the need for different levels of accuracy for different purposes • typographical features such as headings and bullet points • some major organisational features of text, and • paragraph structure, and topic sentences 2.24 The stages involved in producing formal written texts An awareness and understanding of: • choice of format and style appropriate to writing purpose • the effect of features of written discourse on the reader • planning, drafting/developing ideas, redrafting and proof reading, and • the importance of accuracy, especially in formal documents 2.25 Spelling patterns and syllabification An understanding of features of English spelling, such as: • silent letters • doubling of consonants to keep short vowel • addition of suffixes, and • common spellings for long vowels and diphthongs 2.26 Contribution of punctuation to meaning in written texts Functions and conventions of punctuation and stylistic use of punctuation


2.27 The development of writing skills for speakers of other languages Possible differences between conventions of English and other languages such as: • script • punctuation • textual conventions and organisation • accepted style and tone • discourse conventions, sequencing and rhetorical device Implications for Teaching and Learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 20 and 28. Teachers/trainers need to be able to apply their knowledge of writing in diagnostic, formative and summative assessment. Teachers/trainers will need to understand that textual conventions of layout, discourse organisation, style and tone vary across languages and that learners need to learn not only the mechanics of writing, but also the conventions of English use. Teachers/trainers will also need to be aware of the additional difficulties faced in learning to write in English for learners who are not already literate in the other languages they use or where scripts differ from Roman script. Teachers/trainers need to be able to use the Adult ESOL Core Curriculum to identify the sub skills of writing. They need to know how to analyse writing skills into text, sentence and word level skills, understand the relationship between them and integrate all three levels in teaching. Teachers/trainers will need to be able to provide models of different genres and text types and to give learners structured support and guidance to produce their own texts to convey different messages to different audiences using the conventions of organisation and style. For examples of techniques for teaching writing, please see Appendix 1. Teaching and learning strategy

This should be based on principles of active and learner-centred learning. Candidates should be required to apply critical reflection both to their practice as teachers/trainers and to themselves as users of language and literacy. Delivery should include teacher/trainer input on theory; analysis of case studies; presentations by candidates; structured discussion; collaborative tasks; self study/reading and research Sample assessment strategies for formative assessment Reading

Group discussions; text analysis looking at text, sentence and word level skills Listening

Group discussions; taped or videoed discussion session with feedback


Speaking

Group discussions with feedback; taped or videoed interview or role-play and analysis of ESOL learners and/or course candidates Writing Selection and identification of ESOL learners’ written errors with appropriate learning strategies Indicative reading Core DfES (2002) Adult ESOL Core Curriculum Harmer, J. (2001) The Practice of English Language Teaching. Longman (in particular chapters 2, 3, 14-19, 21, 23) Hedge, T. (2000) Teaching and Learning in the Language Classroom. O.U. P Baker, C. (1993) Foundations of Bilingual Education and Bilingualis: Multilingual Matters (in particular chapters 6 and 10, spoken language acquisition, BICS and CALP) Reference Ur, P. (1996 ) A Course in Language Teaching. C.U.P (in particular modules 8-11 and 17) Swan, P. Smith, B.(eds) (1987) Learner English. C.U.P Harris, R. (1990) Language and Power Harcourt, Brace: Jovanovitch Reid (ed), (1998) Using Learning Styles in the Second Language Classroom. Prentice Hall Willis, J. (1996) A Framework for Task-Based Learning. Longman Thornbury, S. (1997) About Language. C.U.P (in particular units 4-8, 26-28) Arndt, V. Harvey, P. Nuttall, J (2000) Alive to Language; perspectives on language awareness for English language teachers/trainers. C.U.P (in particular chapters 1-2) Carter, R. and McCarthy, M (1996) Exploring Spoken English. CUP Carter, R. and McCarthy, M (1998) Vocabulary and Language Teaching. Longman Underwood, M. (1989) Teaching Listening. Longman Nutall, (1996) Teaching Reading Skills in a Foreign Language. Heinemann Byrne, D. (1988) Teaching Writing Skills. Longman Spiegel, M. Sunderland, H. (1999) Writing Works: using a genre approach for teaching writing to adults and young people in ESOL and basic education classes. London Language age and Literacy Unit O’Connor, J.D. Fletcher, C. (1989) Sounds English. Longman


Grade descriptions Receptive skills Reading The aim should be to ensure teachers/trainers are able to analyse reading skills and can demonstrate their understanding of how adults learn/develop them. Teachers/trainers need to have a thorough appreciation of how the reading process operates. Teachers/trainers should show confident and commanding application of the learning, making effective use of the knowledge, skills and understanding to appraise and develop learners’ reading skills. Listening The aim should be to ensure teachers/trainers are able to analyse listening skills and can demonstrate their understanding of how adults learn/develop them. Teachers/trainers need to have a thorough appreciation of how the listening process works. Teachers/trainers should show confident and commanding application of the learning, making effective use of the knowledge, skills and understanding to help improve and develop learners’ listening skills and abilities. Productive skills Speaking The aim should be to ensure teachers/trainers are able to analyse speaking skills and can demonstrate their understanding of how adults learn/develop them. Teachers/trainers need to have a thorough appreciation of the role and function of spoken English. Teachers/trainers should show confident and commanding application of the learning, making effective use of the knowledge, skills and understanding to appraise and develop learners’ speaking skills. Writing The aim should be to ensure teachers/trainers are able to analyse writing skills and can demonstrate their understanding of how adults learn/develop them. Teachers/trainers need to have a thorough appreciation of how the writing process operates. Teachers/trainers should show confident and commanding application of the learning, making effective use of the knowledge, skills and understanding to appraise and develop learners’ writing skills.


Unit 3 Factors influencing the use of English (20 hours)

Aims The aims of this unit are to give the candidates in-depth insight into: a the range of personal and social factors that can influence a learner's acquisition

and development of language b the historical and cultural issues that underpin language use and learning in society Outcomes On successful completion, the course candidate will be have some knowledge and understanding of: Personal factors affecting language learning 3.1 The range of personal factors that could affect acquisition and development of

language 3.2 The different personal use(s) of language and literacy 3.3 The potential range of learners’ cultural, linguistic and educational backgrounds 3.4 Specific learning disabilities and learning difficulties that restrict language

acquisition and development. This includes the following problems some learners face when learning or developing literacy skills:

a processing difficulties b attention deficits c visual-spatial deficits d auditory-processing difficulties e memory and sequence difficulties f motor disabilities, and g unusually high anxiety

3.5 The role of memory and cognitive processing in language learning 3.6 Multi-lingualism and the role of the first language in the acquisition of additional

languages Social, cultural and historical factors affecting language learning 3.7 Language as a social, cultural and historical phenomenon 3.8 The varieties of English 3.9 The importance of context in language use 3.10 The role of English in enabling users to participate in, and gain access to, society and

the modern economy


Indicative content The indicative content is taken from the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL). The indicative content is summarised as bullet points under the learning outcomes.

Personal factors affecting language learning 3.1 The range of personal factors that could affect acquisition and

development of language Awareness and understanding of how language acquisition and development can be affected by factors, such as: • age • motivation and expectations • attitude to host society and host society's attitude to language learning • commitment • educational background • previous language learning experience • learning style • personal circumstances (economic, social, psychological, gender constraints and expectations) • religious, cultural and political attitudes, values and sensitivities • learners’ personal, professional and vocational needs and aspirations 3.2 The different personal use(s) of language and literacy Awareness and understanding of: • the role of literacy in different societies • the differences between speakers of English as a first language who have low levels of

literacy and people who use English as a second or additional language • literacy for religious purposes • highly developed oral skills in predominantly non-literate societies 3.3 The potential range of learners’ cultural, linguistic and educational

backgrounds Range of learners will include people who: • are educated in their original country sometimes to degree level or above • are not literate in any language • are literate in a Roman script • are literate but in a different script • are multi-lingual • use a non-standard variety, and • are literate in a variety not the same as their spoken language 3.4 Specific learning disabilities and learning difficulties that restrict language

acquisition and development. This includes the following problems some learners face when learning or developing literacy skills: a processing difficulties


b attention deficits c visual-spatial deficits d auditory-processing difficulties e memory and sequence difficulties f motor disabilities, and g unusually high anxiety • awareness and understanding of the range of physical and sensory impairments as

well as specific learning difficulties like dyslexia • recognising the presence of learning barriers to language learning and development • how learners develop strategies to overcome learning difficulties • awareness of how these factors can affect learning an additional language and in

particular the development of English literacy skills 3.4 The role of memory and cognitive processing in language learning • some understanding of the relationship between thought and language • a range of ways learners store and retrieve lexis and grammatical patterns • some understanding of the effect of bilingualism on language development 3.6 Multi-lingualism and the role of the first language in the acquisition of

additional languages Ability to make rudimentary comparisons between languages in terms of: • grammar • lexis • phonology • text organisation • script Implications for teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 18 and 23. Teachers/trainers need to know about the different groups of ESOL learners and how their backgrounds can affect teaching and learning. They need to recognise the strong motivation of ESOL learners for whom English language skills are the keys to successful participation in education and employment in Britain. Unlike many adult literacy or numeracy learners, ESOL learners often perceive themselves as successful learners and are very keen to learn. Teachers/trainers will need to have some awareness of the range of educational backgrounds that ESOL learners have and how this will influence learning. For instance, teachers/trainers need to be aware that ESOL learners range from highly educated professionals to learners who have very little or no schooling in any language and will need to acquire strategies for teaching them as a group. Teachers/trainers need to be aware of the effects of racism, including institutionalised racism, on learning and progression. They also need to know something of the background of asylum seekers and refugees and how trauma and other factors may influence learning, for instance, sudden alterations in personal status. Teachers/trainers need to be aware of how specific learning difficulties can be disguised as second language difficulties, and need to be taught how to recognise and teach learners with a range of physical, sensory and learning impairments.


Most of the literature on ELT is aimed at the EFL market, i.e. learners who do not intend to settle in this country. While many of the teaching techniques are the same, particularly with learners who already have a high level of education, ESOL teachers/trainers may need to use different techniques with learners whose formal education in any language has been limited. Many good EFL materials can be used or adapted, but teachers/trainers will need to be aware of relevant factors in order to decide which can be used and which are not appropriate. For instance, EFL materials often assume a fairly high level of education and literacy while the ESOL learner group is much more varied. The contexts in which ESOL learners will be using English may also differ - they are more likely to need English for official purposes, such as immigration and benefits, and their study of English is often a means to achieve other objectives, such as education or employment, rather than a subject of study in itself. ESOL teachers/trainers should be taught to evaluate methods and material with such factors in mind, and to select, adapt and supplement published material appropriately. Prospective teachers/trainers need to know and be able to use teaching and learning techniques for a range of learners, from beginner to advanced. Because of the current dearth of suitable materials for learners beginning to learn to speak, read and write English, teachers/trainers need to be able to produce suitable materials for this level. ESOL teachers/trainers need to develop skills and strategies for working with learners with 'spiky profiles' Social, cultural and historical factors affecting language learning 3.7 Language as a social, cultural and historical phenomenon • the historical background to the role of English as an international language • language change and factors which contribute to it, such as globalisation and media

usage • the importance of primary language maintenance for social and cultural identity, and • the value of bi and multi-lingualism and the importance of community languages in

society, and the differing levels of bilingualism 3.8 The varieties of English • the development of different world varieties of English and their position in relation to

British English • links between race, class and accent • attitudes to different varieties of English and their status in relation to standard English • the need for learners to be able to make choices about models for their own language

production • how language is used to maintain power and authority and to develop and maintain

personal, social and group identity • code-switching: changing from one style or variety in one context to a style or variety

needed in another context 3.9 The importance of context in language use • how the context or situation in which language is used affects the choices made by the

speaker/writer and the expectations of the reader/listener • how the speaker/writer uses different lexis and grammar (and the speaker different

phonological features) for different audiences and different levels of formality • how choices about language are affected by the speaker’s/writer’s purpose, such as,

use of passive to distance speaker/writer from what is being explained/described • how conventions of language use in different contexts are shared by native speakers,

but may need to be made explicit to learners, and


• the relationship between accuracy and fluency and their shifting importance in different contexts

3.10 The role of English in enabling users to participate in, and gain access to,

society and the modern economy • the crucial role of English in allowing opportunities for education, employment and full

participation in society • the relationship between functional literacy and equal opportunities to access rights

and benefits • the role of translation and interpreters to allow learners to enjoy their rights and to

carry out their responsibilities in society • implications of poor literacy and English language skills for the individual, community

and nation • the link between access to English language learning and recognised accreditation,

and increases in life chances for learners, and • recognition of the high levels of vocational, academic or professional skills that may

co-exist in individuals with poor English language skills and the importance or recognising and utilising these skills in identifying aspirations and progression routes

Implications for teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 19 and 24. Teaching and learning strategy This should be based on principles of active and learner-centred learning. Candidates should be required to apply critical reflection both to their practice as teachers/trainers and to themselves as users of language and literacy. Delivery should include teachers/trainer input on theory; group tasks: including analysis of material in relation to learners’ needs and case studies; self study/reading; presentations of mini-research projects by candidates. Sample assessment strategies for formative assessment

Critical analysis of research data on standards of literacy; language profile of learner (noting cultural and social contexts, influence of language variety and attitude to these); analytical commentary on a specific variety of English. Indicative reading Core Harris, R (1990) Language and Power. Harcourt, Brace, Jovanovitch Arndt, V. Harvey, P. Nuttall, J (2000) Alive to Language; perspectives on language awareness for English language teachers/trainers. C.U.P (in particular chapters 4-6). Sunderland, H. Klein, C. Savinson, R. Partridge, T.(1997) Dyslexia and the Bilingual Learner. London Language and Literacy Unit Reference Baker, C. (1993) Foundations of Bilingual Education and Bilingualism: Multilingual Matters (in particular chapters 2-4, 13, 17-18)


Kramsch, C. (2000) Language and Culture. Claire: O.U.P Yule, G. (2000) Pragmatics. O.U.P Mace, J. (2002) The Give and Take of Writing. NIACE Hamilton, M. Barton, D. Ivanic, R. (eds) (1994) Worlds of Literacy, Multilingual Matters Zentella, A. (1997) Growing up Bilingual. Blackwell Crystal, D. (1997) English as a Global Language. C.U.P Klein, C. Morgan, E. (2000) The Dyslexic Adult in the Non-dyslexic World, , Whurr Rogers, J. (1989) Adults Learning. O.U.

Grade descriptions Personal factors affecting language learning Though similar areas are addressed at level 3 teachers/trainers will show a more involved understanding and in-depth appreciation of the content at level 4. Teachers/trainers will be expected to have insight and empathy when discussing the range of personal factors that could affect language acquisition and development. Teachers/trainers will have a clear understanding of the range of possible personal uses of language and literacy and the different needs and expectations that learners may have. Teachers/trainers will have undergone a thorough exploration of specific learning difficulties and disabilities and this should result in a more sophisticated awareness of the issues. Teachers/trainers will be able to discuss and debate the issues related to learning disabilities and difficulties in a confident and insightful manner, demonstrating a clear understanding of key issues. Teachers/trainers will be able to discuss how to recognise and address the learning issues associated with a range of learning disabilities and difficulties and will be fully aware of the coping strategies learners use to limit or conceal difficulties. The same level of confidence and insight is expected when discussing the issues related to learning English as an additional language and to the role of learners’ other languages in the learning process. Teachers/trainers will know how to apply their understanding of the personal factors affecting language learning to help learners access the learning. This will mean having clear strategies to enable them to create a supportive and open learning environment. Social, cultural and historical factors affecting language learning Teachers/trainers are expected to have a secure understanding of the role and use of language in different contexts and the key factors that influence or shape its use. They will have a solid conceptual understanding of the issues related to the varieties of English. Teachers/trainers will demonstrate an awareness of social, cultural and historical differences in language use and the affective power of English language in its ability to shape meaning. They will have a clear understanding of the role of context in the communicative situation, recognising how the context or situation in which language is used affects the choices made by the speaker/writer and the expectations of the


listener/reader. Teachers/trainers will be able to use this awareness to reflect on the effectiveness of their own communication and the communication of others. Teachers/trainers will have a firm grasp of the socio-economic importance of high literacy rates and will realise the importance of this from an individual, community and national context. They will be critically aware of the philosophical, political, moral and educational arguments involved and be able to make the conceptual links between the issues working from the abstract to the more concrete. This will mean the ability to discuss with confidence and conviction issues related to the role and importance of English language skills. There should be good factual appreciation of the extent of the UK situation and an understanding of the political and education response to the issues. Teachers/trainers will know how to apply their understanding of the social, cultural and historical factors affecting language learning to help learners access the learning. This will mean having clear strategies to enable them to create a supportive and open learning environment.


Unit 4 Theoretical frameworks (20 - 30 hours) Aims The aim of this unit is to enable candidates to demonstrate knowledge and understanding of the theoretical frameworks of grammar, lexis and phonology which are used to describe language. Outcomes The successful candidate on course completion will have a knowledge and understanding of: Grammar 4.1 The main theory of syntax and its implications for language and second language

learning 4.2 Syntactic and grammatical frameworks 4.3 The rules and conventions relating to words, sentences, paragraphs and texts 4.4 The formation and usage of grammatical features relating to the noun phrase and

the verb phrase 4.5 The grammatical features relating to the adverbial element 4.6 The theories of discourse and features of textual organisation Lexis 4.7 The main theories relating to the study of semantics and lexis and their implications

for second language learning 4.8 Morphological patterns and morphemes indicating English word classes 4.9 Semantics and the study of meaning 4.10 The organisation of lexical items 4.11 Pragmatics and the importance of context, content and purpose for choice of lexical

items 4.12 The role of lexis in discourse 4.13 Translation issues when moving between languages Phonology 4.14 Phonetics, phonology and sound system of English 4.15 Role of stress, rhythm and intonation


4.16 The role of intonation in discourse 4.17 Features of connected speech Indicative content The indicative content is taken from the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL). The indicative content is summarised as bullet points under the learning outcomes.


Grammar 4.1 The main theory of syntax and its implications for language and second

language learning An awareness and some understanding of: • syntax and the study and analysis of sentence structure • structural linguistics and use of drills and pattern practice • influential theories of second language acquisition and related concepts 4.2 Syntactic and grammatical frameworks An understanding of: • full range of language functions and the language forms which typically express them • concept of marked and unmarked forms • factors which influence choice of a particular form • the meaning of a grammatical form and the reasons for choosing a particular form to

express a particular meaning • analysis of complex language functions into components • key role of word order in English to indicate sentence function 4.3 The rules and conventions relating to words, sentences, paragraphs and texts • sentence structure and sentence type including constituents and word order of

simple, compound and complex sentences, and the appropriate terminology used to describe word class

• clause and phrase structure including full range of co-ordinate and subordinate clauses and conjunctions and complex noun phrase, complex verb phrase and range of adverbial elements

4.4 The formation and usage of grammatical features relating to the noun

phrase and the verb phrase An understanding of classification of:

• nouns: countable and uncountable, abstract, mass or material, collective, common and proper

Full range and use of:

• relative, possessive, demonstrative adjectives and pronouns • adjectives, including pre- and post modification • adverbs • determiners: definite, indefinite articles An understanding of: • all tenses, transitive & intransitive verbs • meaning and use of verbal aspect: simple, continuous, perfect in all types of verbs • auxiliary and modal verbs • finite and non-finite forms / present and past participles • questions and negatives


• active and passive voice, and • choice of verb or adverbial to convey, for example, conditions or hypothetical

meaning 4.5 The grammatical features relating to the adverbial element An understanding of: • adverbs: position and order, normal and emphatic • adverbials: clauses, adverbs and prepositional phrases 4.6 The theories of discourse and features of textual organisation An awareness and understanding of grammatical cohesion, involving features such as: • anaphoric, cataphoric and exophoric referencing • logical and listing devices • use of articles and deictics • sentence connectives Implications for teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 17 and 21. ESOL teachers/trainers need to learn that the structure of sentences in English is not necessarily the same as that in other languages, and that learners may have more or less difficulty depending on the similarities of the other languages they use. Teachers/trainers need to be able to break language down into grammatical forms and functions, to understand the relationship between the two, and assess learners' strengths and weaknesses in these areas. They should be taught to select appropriate items for the purposes of planning and teaching, concentrating on fluency and accuracy in whatever proportion is appropriate for the learner. Teachers/trainers will need to know how to draw up schemes of work or syllabuses based on particular items of grammar, functions, language skills and contexts of interest to their learners. Selection of grammatical items should take account of learners' need to use particular forms or functions, their existing knowledge of and skills in English. Teachers/trainers should also be able to find out how learners’ other languages relate to these forms and the perceived complexity of them. Teachers/trainers need to learn to judge how much overt grammatical knowledge and meta-language to share with their learners, depending on the learner's previous education and learning style. They need to have sufficient knowledge of grammar to be able to analyse errors and explain English usage to learners in ways that support learning. Teachers/trainers need to be taught to make choices about methods of teaching grammar, depending on the learners' language learning styles, preferences and educational backgrounds. They need to know about the diverse materials available for the teaching of grammar; including exercise books, course books, games and songs. They need to know how to make and gather together their own materials where no other suitable ones exist. Teachers/trainers also need to be aware that grammar underpins all the four skills, and that the grammar of spoken English differs in some respects from that of written language.


For example techniques for teaching grammar, please see Appendix 1.


Lexis 4.7 The main theories relating to the study of semantics and lexis and their

implications for second language learning An awareness and understanding of: • theories relating to signs and symbols • storage and retrieval of lexis • use of schemata • links between language and thought • significance of corpora of spoken and written language What it means to ‘know’ a word in terms of: • meaning and definition • pronunciation • spelling • collocation • relationships with other words • grammatical constraints, and • stylistic constraints. 4.8 Morphological patterns and morphemes indicating English word classes An awareness and some understanding of: • morphology: morphemes, word structure and derivations • word formation and word generation (compounding, affixation, derivatives, “word

families”, cognates, neologisms) 4.9 Semantics and the study of meaning • Semantic relationships between words:

a) Synonyms b) Antonyms c) Homonyms d) hyponyms & superordinates

• importance of word combinations (collocation, set phrases, clichés, lexical chunks or

phrases) • literal meaning and transferred, figurative or technical usage 4.10 The organisation of lexical items An understanding of: • lexis for receptive and productive purposes • storage and retrieval of lexical items, and • analysis of topic and related semantic field and hierarchy of terms


4.11 Pragmatics and the importance of context, content and purpose for choice of lexical items

An awareness and some understanding of: • pragmatics (how people typically convey meaning in context) • factors that affect lexical choice such as:

1 context or communicative situation: linguistic, physical, social, cultural 2 topic: level of generality, technicality and/or detail 3 genre 4 channel 5 relationship of candidates 6 gender 7 style

• register (levels of formality) • jargon, slang • connotation: positive, negative 4.12 The role of lexis in discourse An understanding of: • lexical cohesion, repetition, use of synonyms, derivatives, words from the same lexical

field, and • discourse markers in both spoken and written English Awareness of: • lack of one-to-one correspondence between lexical items • absence of equivalents for many idiomatic expressions, and • ‘false friends’ or superficial similarity between lexical items 4.13 Translation issues when moving between languages An awareness and understanding of: • influence of primary language phonology on pronunciation, stress and intonation • effect of inability to hear distinctive differences between sounds and its effect on

speaking and comprehension Implications for teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 17 and 22. Teachers/trainers need to understand that lexis relates to context and culture and is not always directly translatable, and this understanding needs to be reflected in their teaching. Teachers/trainers will need to discriminate between lexis that learners need to be able to produce and that which they only need to understand. They will need to maintain a balance between the usefulness and the level of difficulty in their selection of lexis. Teachers/trainers will need to choose language contexts which are of interest and use to the learners. The contexts should enable learners to develop lexical understanding and


provide opportunities for production of standard or local forms as appropriate to the context. Teachers/trainers will need to choose situations that require a range of levels of formality, and will need to decide whether to include jargon or slang as appropriate to the learners. Teachers/trainers also need to be aware of the many existing learning materials. Particularly with beginner learners or learners requiring specialist lexical items, teachers/trainers will need to learn ways of preparing their own materials. They will also need to know the importance of teaching lexis in context and on repeated occasions to help learners store new items in their long-term memory. As with grammar, teachers/trainers will need to be able to choose how overtly to teach some lexical items, for instance discourse markers or collocations, depending on their learners' preferences, previous educational background and learning styles. For example techniques for teaching lexis, please see Appendix 1.


Phonology 4.14 Phonetics, phonology and sound system of English An awareness and some understanding of: • phonology: the function and patterning of sounds in a language • phonetics: vocal sounds and their classification • the formation and description of English phonemes: consonants and consonant

clusters, long and short vowels and diphthongs, in terms of distinctive features: position, length, voicing, manner of articulation (plosive, fricative, etc)

• how English phonemes may differ from phonemic contrasts in other languages • how sounds can differ between accents, and • syllabification patterns in English in contrast to other languages 4.15 Role of stress, rhythm and intonation An awareness and understanding of: • the importance of syllable stress in word recognition:

a Stress patterns of words in words of more than one syllable: key terms: main stress, secondary stress, unstressed syllable

b Weakening of vowels in some unstressed syllables to the schwa vowel c Shift of stress within word families and occasionally to distinguish between

noun, adjective or verb

• how position of stress may change meaning of both words and sentences • ways in which word stress can be indicated • the relationship between stress and rhythm • key terms: Stress-timing, weak forms • a range of intonation patterns such as:

a to differentiate between questions and statement b to differentiate between functions, for instance between invitation and order

4.16 The role of intonation in discourse An awareness and understanding of the way in which intonation can be used to: • highlight given or new information • draw attention to the most important parts of an utterance • show contrast • show attitude, hesitation, confirmation, enthusiasm, emphasis • indicate that a speaker has finished, and • invite a response 4.17 Features of connected speech An understanding of the use of phrasing to indicate groupings of words and phrases and the effect of neighbouring sounds on pronunciation including linking of words, assimilation and elision


Implications for teaching and learning The following excerpts have been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 18, 22 and 23. ESOL teachers/trainers need to consider all aspects of phonology when assessing the comprehensibility of their learners. Teachers/trainers need to be able to devise phonology syllabuses for their learners, drawing on assessment of learners and the Adult ESOL Core Curriculum. They need to include phonology in schemes of work. Teachers/trainers need to be aware that learners’ perception of spoken English may be influenced by the other languages they use, and that they need plenty of opportunities to listen carefully to how English is pronounced in order to perceive sounds and patterns which are not in these other languages. Teachers/trainers need to be aware of ways in which learners' other languages have an influence on their spoken English, and know how to find this out if they do not know these languages. They will need to be able to describe and demonstrate to learners the position and key features of the phonemes of English. They need to be aware of the importance of stress and intonation for intelligibility. Teachers/trainers will need to know how to decide the length of time to devote to teaching phonology and how to deal with different needs for overt teaching among groups of learners from different language groups. They will also need to know how to integrate the teaching of phonology with the teaching of grammar and lexis and with speaking and listening and how to use existing materials for teaching phonology. For example techniques for teaching phonology, please see Appendix 1. Teaching and learning strategy This should be based on principles of active and learner-centred learning. Candidates should be required to apply critical reflection both to their practice as teachers/trainers and to themselves as users of language and literacy. Delivery should include group tasks (language games, analysis of varied and real samples of speech and writing), as well as specialist input on theory; research projects into language in use; online learning and self-study/reading. Sample assessment strategy for formative assessment Analysis of ESOL learners’ oral and literacy skills for the purpose of assessment; small and group presentations by candidates. Indicative reading Core Crystal, D. (1998) Rediscover Grammar, Longman Roach, (2000) English Phonetics and Phonology: A Practical Course, CUP

Reference Arndt, V. Harvey, P. Nuttall, J (2000) Alive to Language; perspectives on language awareness for English language teachers/trainers. C.U.P (in particular chapters 1-3) Pinker, S. (1995) The Language Instinct, Penguin Yule, G. (2000) Pragmatics, OUP


Carter, R. and McCarthy, M. (1996) Exploring Spoken English, CUP Lewis, M. (1993) The Lexical Approach, Hove Language Teaching Publications O’Connor, J. D. Fletcher, C (1989) Sounds English, Longman Harmer, J. (2001) The Practice of English Language Teaching, Longman ((in particular chapters 2, 11-13) Thornbury, S. (1997) About Language, CUP Ur, P. (1996) A Course in Language Teaching, CUP ((in particular modules 4-6) Grade descriptions Grammar Teachers/trainers should be able to use and apply the meta-language and meta-cognition skills that come from their secure knowledge of the appropriate theoretical frameworks. Teachers/trainers will use and apply the technical terms associated with the theoretical frameworks and the systematic study of language accurately and confidently. Successful teachers/trainers will be able to show a commanding appreciation of the rules and conventions associated with grammar. Competent teachers/trainers will be able to use their knowledge to analyse strengths and weaknesses in learners’ spoken and written English and to plan learners’ language development. They will have developed the capacity for observing and noting language use, and will be able to apply this when making decisions about language learners’ needs. Lexis Competent teachers/trainers will be very familiar with the key grammatical structures specified at each level in the adult ESOL core curriculum, and with the typical grammatical features distinguishing informal from formal, and spoken from written English. Teachers/trainers will be able to recognise the features of spoken and written English. They will be able to use their knowledge to analyse strengths and weaknesses in learners’ spoken and written English and to plan learners’ language development. They will have developed the capacity for observing and noting language use, and will be able to apply this when making decisions about language learners’ needs. Teachers/trainers must also be able to apply their theoretical understanding effectively in their own language use and use it to recognise inappropriate or incorrect language use by others. Teachers/trainers will be able to use appropriate technical language confidently and precisely allowing them to participate in a professional level of discourse about their own language use and development and the language use and development of others.

They will be able to use and apply the meta-language and meta-cognition skills that come from a secure knowledge of lexis content.

Phonology Successful teachers/trainers will have a sophisticated understanding and appreciation of phonology. They will be able to demonstrate an extensive knowledge of the subject as it applies to the adult ESOL teaching and learning context. They will be able to discuss


phonology in an ESOL context articulately and with depth and rigour of understanding. Expect to see a firm grasp of both the theoretical and practical issues.


Unit 5 Developing ESOL programmes (20-30 hours)

Aims The candidates will demonstrate an understanding and appreciation of issues concerning language and literacy acquisition and how the main theories relate to ESOL teaching. Outcomes On successful completion the candidate will demonstrate knowledge and understanding of: 5.1 Key theories of literacy and language acquisition and development, and the

methodologies, approaches and techniques derived from these theories 5.2 Methods of language learning and teaching, and key strategies and approaches for

developing linguistic skills and knowledge Indicative content The indicative content is taken from the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL). The indicative content is summarised as bullet points under the learning outcomes. 5.1 Key theories of literacy and language acquisition and development, and the

methodologies, approaches and techniques derived from these theories The key theories relating to language acquisition: • acquisition versus learning of languages • inter language, hypothesis formation, fossilisation of error, error analysis and attitude

to error • the role of instruction in language development • bilingualism and the role of primary language in the acquisition of additional

languages • language learning and communication strategies that learners might use • transference of language skills and knowledge into new contexts • role of context, settings, candidates in shaping processes and outcomes of learning • the ‘good language learner’, and • order of acquisition of grammatical items Methodologies derived from these theories: • grammar- translation method • structuralist approach, behaviourist models • direct method, immersion approach • task-based learning, activity based learning • communicative and functional approaches • use of authentic and meaningful texts and activities, and • use of action research and reflection


Literacy acquisition and approaches; an understanding of approaches to help learners who: • are not literate in the first or another language, and the problems associated with

acquiring first-time literacy in a language in which they may not be fluent • are literate in one or more languages, and the possible effects of both positive and

negative transfer of literacy skills An awareness of: • the status of literacy in different cultures • how culturally-inspired attitudes to literacy can affect learning • ways in which the above factors can affect the stages and the pace of literacy

acquisition 5.2 Methods of language learning and teaching, and key strategies and

approaches for developing linguistic skills and knowledge The rationale for a wide variety of classroom strategies to help learners develop their linguistic skills and knowledge Detailed knowledge of strategies to develop aural skills, such as: • drills, chaining, pair work • information gap • role play, simulations, games • task-based activities • structured listening exercises, structured dialogues and discussions • use of tapes and video recorders Detailed knowledge of strategies to develop reading and writing skills, such as: • genre analysis and model texts • writing frames and modelling • proof-reading and peer-editing • structured note-taking • gap-fill, matching exercises and sequencing • cloze exercises • process writing • directed activities related to text (DARTS) Integration with teaching and learning Teachers/trainers should develop awareness of how the strategies they have learnt to use in the classroom fit with and derive from the theories of language and literacy acquisition and learning. A list of example strategies can be found in Appendix 1 of this document and is taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 21 to 28. Teachers/trainers should develop the ability to integrate knowledge of approaches, methods and techniques into the planning of individual sessions for a range of learners and groups.


Teaching and learning strategy This should be based on principles of active and learner-centred learning. Candidates should be required to apply critical reflection both to their practice as teachers/trainers and to themselves as users of language and literacy. Delivery should include: analysis of a range of teaching and learning tasks in small groups; micro-teaching; discussions; videos of classroom teaching. Sample assessment strategy for formative strategy

Micro teaching; teaching practice observations; group discussions; drafts of assignment linked to the unit content. Indicative reading Core Harmer, J. (2001) The Practice of English Language Teaching, Longman (in particular chapters 5-6, 8,10, 14-19, 20,22) Lynch, (1996) Communication in the Language Classroom, OUP Underhill (ed) Learning Teaching, Macmillan Reference Ur, P. (1996) A Course in Language Teaching, CUP, ((in particular modules 8-11, 13 and 15-16) Baker, C. Foundations of Bilingual Education and Bilingualism (1993) Multilingual Matters (in particular chapter 7) DfES (2002) Adult ESOL Core Curriculum Hedge, T. (2000) Teaching and Learning in the Language Classroom, OUP Willis, J. (1996) A Framework for Task-Based Learning. Longman Carter, R. & Nunan, D. (eds) (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages, CUP (in particular chapter 3, 5) Hamilton, M. Barton, D. Ivanic, R. (eds) (1994) Worlds of Literacy, Multilingual Matters Williams, M. Burden, R (2002) Psychology for language teachers/trainers, CUP Grade descriptions Teachers/trainers will need to have an understanding of the main influential theories and how these relate to ESOL pedagogy. They will have analysed the main, influential theories of language and literacy acquisition and development and the central ideas involved with depth and rigour. Teachers/trainers will have a critical appreciation of the theories and models of learning and teaching and the development of linguistic skills and knowledge and will be able to discuss the theories critically and confidently, reflecting on their application, relevance and usefulness in a professional context. They will be able to analyse critically educational


concepts, theories and issues of policy in a systematic way, reflecting on their application, relevance and usefulness in a professional context. They are expected to make good use of different theories of language and literacy acquisition and development, and the methodologies and techniques that come from these theories, as well as their knowledge of the factors influencing language and literacy to create effective learning programmes and an effective learning environment. They will also be able to discuss specialist teaching strategies and techniques to be used to execute their learning programmes with insight and confidence.



Aims The aim of this unit is for candidates to demonstrate effective teaching practice in ESOL at level 4 of the standards for teaching and supporting learning in FE with reference to the skills, knowledge and understanding in the Subject Specifications for teachers of ESOL, also at level 4. Outcomes Candidates must demonstrate they are able to: 6.1 Prepare, plan and deliver 30 hours of teaching practice to adult ESOL learners,

showing they are able to interpret and make effective use of the ESOL core curriculum to create teaching programmes. This will mean:

a Devising processes for placing learners into classes and carrying out initial

assessment, i.e. deciding on learners’ current levels of ability b Designing learning programmes for individuals and groups, i.e. selecting

objectives and learning activities c Developing and using a range of adult ESOL teaching and learning techniques,

and d Using the core curriculum as the basis for summative assessment of learners’

progress, and to record learners’ achievements, i.e. deciding which standards they have achieved

6.2 Use appropriate English language skills in the classroom context to enhance the

effectiveness of their teaching. This will include using English effectively when communicating with speakers of other languages.

6.3 Apply the knowledge and understanding of the receptive and productive skills to

work effectively to meet learner needs. 6.4 Recognise the factors influencing the use of English and use this understanding to

help secure the success of their learning programmes and goals and enhance their effectiveness as a teacher/trainer.

6.5 Apply their knowledge of the theoretical frameworks and language to enhance their

teaching effectiveness and their ability to assess learners’ needs and development. 6.6 Apply the understanding and skills developed while learning about language and

literacy learning and development to work effectively to meet learner needs. 6.7 Respond appropriately to relevant aspects of professional development.


Indicative content 6.1 Prepare, plan and deliver 30 hours of teaching practice to adult ESOL

learners, showing they are able to interpret and make effective use of the ESOL core curriculum to create teaching programmes. This will mean:

6.1.a Devising processes for placing learners into classes and carrying out initial

assessment, i.e. deciding on learners’ current levels of ability The following excerpt has been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 9 and 10.

A1 Identify and plan for the needs of potential learners

All teachers/trainers, whatever their subject, are required to have a generic knowledge of the broad range of learning needs including the needs of those with learning difficulties and/or disabilities. Specialist ESOL teachers/trainers need to have an understanding of these issues as defined within the subject specifications in order to meet the particular needs of adult ESOL learners. They should be sensitive to personal factors which may affect ESOL learners’ acquisition of English and to the wide range of linguistic and educational backgrounds from which their learners may come. Teachers/trainers need to recognise learners’ prior experience and attainment in other subjects and to be particularly aware of the importance of this in negotiating and planning an appropriate learning plan. A2 Make an initial assessment of learners’ needs All teachers/trainers need to be aware of the steps in the initial assessment process and the purpose of each: screening for basic skills needs, initial assessment to establish level and diagnostic assessment to establish a more detailed profile of the learners’ needs. ESOL teachers/trainers also need to be aware of particular issues in assessing language, for instance issues of fluency and accuracy, and the differences between spoken and written English. ESOL teachers/trainers need to develop expertise in using a range of tools and methods to assess language learning in all four skill areas - speaking, listening, reading and writing - and be able to analyse the results of initial assessment. They should avoid culturally biased assessment materials which may disadvantage learners new to England. They should make use of assessment strategies which cater for learners with little English and recognise the possible need for bilingual assessment and the use of interpreters. Teachers/trainers also need to be sensitive to the length of time learners may have been in the country and to possible trauma in the case of refugees and asylum-seekers. They need to be able to identify learners' strengths and weaknesses across the skills and use this information to place learners on appropriate learning programmes to meet their needs and aspirations. 6.1.b Designing learning programmes for individuals and groups, i.e. selecting

objectives and learning activities The following excerpt has been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 10 and 11. B1 Identify the required outcomes of the learning programme ESOL teachers/trainers need an in-depth understanding of the requirements of the Adult ESOL Core Curriculum and need to be clear about how any accreditation relates to the goals of individual learners. They need to produce schemes of work based on the national curriculum for both group and individual learning programmes. ESOL teachers/trainers


may have to work with learners of mixed levels within one class and they need to be able to identify learning outcomes which allow for different levels of progress and achievement by different groups of learners in the class. The outcomes of the scheme of work need to be incorporated into lesson plans. Schemes of work and lesson plans may need differentiated objectives to cater for widely differing educational backgrounds, different language and literacy needs and what are known as ‘spiky profiles’, i.e. very mixed levels of skills in reading, writing, listening and speaking. Teachers/trainers will need to be able to analyse language and to present it in contexts which are relevant and interesting to their learners. B2 Identify appropriate teaching and learning techniques ESOL teachers/trainers will need to be able to sequence the presentation of language and to break down the four skills in a systematic way to enable learners to practise and develop them. They should be aware of current approaches to language teaching and will need to have a repertoire of methods and techniques which enable learners to practise language and skills in meaningful contexts. They need to cater for a variety of learning styles to allow learners from widely differing educational backgrounds to participate actively in class. This should include using learners' strengths in other languages constructively within the learning process. 6.1.c Developing and using a range of adult ESOL teaching and learning

techniques The following excerpt has been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" pages 11 and 12. C1 Promote and encourage individual learning ESOL teachers/trainers will need to draw on techniques listed in Section 4 of the ESOL Subject Specifications and make use of the type of activities outlined in the Adult ESOL Core Curriculum. They will need to be able to select different activities to cater for different levels, especially of literacy, within a group. Where classes are organised on the basis of learners’ levels of literacy, teachers/trainers will need to make use of strategies to cater for different levels of speaking skills. They will need to incorporate different methods to suit the learning purpose and educational background of the learners. Teachers/trainers will need to draw on a breadth of materials which develop and extend the skills of highly educated learners with advanced levels of English. They also need to be able to provide materials which are adult, interesting and suitable for learners who may have low levels of literacy in English or in other languages they use. Teachers/trainers will need to use materials which reflect the diversity of the learners’ culture and experience and are not eurocentric in outlook. C2 Facilitate learning in groups ESOL teachers/trainers need to recognise the benefit of group activities which provide opportunities for language development and use. The purpose of group activities should be made explicit to learners. The use of learners' other languages should be encouraged to facilitate problem-solving and task-based activities. Teachers/trainers should devise tasks and activities which need group work and collaboration for successful completion, for example, information gap activities which require learners to share information to complete a task. They need to ensure that learners develop the English language skills required for group work. Teachers/trainers need to be sensitive and open-minded when setting up class groupings as learners in their class may come from countries which are


politically or religiously hostile to each other or have been at war. C3 Facilitate learning through experience Teachers/trainers need to recognise the value of learning through experience. ESOL teachers/trainers should be able to use inductive methods, materials and activities which encourage earners to notice language forms and patterns and to work out for themselves some of the rules and conventions of language use. Learners will need opportunities to reflect on their experience of observing English in use to draw conclusions about how it works. This reflective process will need to include reference to the other languages learners use. Teachers/trainers need to plan activities for each stage of the experiential learning cycle and to ensure that learners have the opportunity to build on what they can do. Teachers/trainers need to be able to create a classroom environment which is safe and supportive and provides opportunities for learners to build on previous experience in order to learn. They also need to offer a range of extension activities outside the classroom and the chance for learners to put their language learning to productive use, for example, mini research projects and surveys. Practical teaching methodology for adult ESOL teaching Guidance has been given throughout this handbook as to how to integrate practical teaching methodology with the content of the subject specifications. Example techniques for teaching, taken from the Guidance on Using the Subject Specifications for teachers of English for Speakers of Other Languages (ESOL) can be found in Appendix 1 of this Handbook. The national core curriculum for ESOL learners is central to the whole programme, and in particular to consideration of lesson and programme planning, delivery and assessment. 6.1.d Using the core curriculum as the basis for summative assessment of

learners’ progress, and to record learners’ achievements, i.e. deciding which standards they have achieved

The following excerpt has been taken from "Guidance on using the Subject Specifications for teachers of English for Speakers of other Languages (ESOL) at level four in conjunction with the Standards for teaching and supporting learning" page 16.

F1 Use appropriate assessment methods to measure learning and achievement ESOL teachers/trainers need to be familiar with the content and levels of the Adult ESOL Core Curriculum. Teachers/trainers need to develop expertise in assessing language learning in all four skill areas - speaking, listening, reading and writing. They should be aware of issues in assessing language learning, for instance issues of fluency and accuracy, and the differences between spoken and written English. They should show awareness of different cultural expectation about assessment. ESOL teachers/trainers need to know about the range of English language accreditation available and to offer assessment opportunities at the right level for their learners and appropriate to their needs. Achievement needs to be assessed with reference to the National Standards and the Adult ESOL Core Curriculum and to individual learning goals and plans. Teachers/trainers need to share information about the meaning of key terms with learners and involve them in the process of assessment. 6.2 Use appropriate English language skills in the classroom context to

enhance the effectiveness of their teaching. This will include using English effectively when communicating with speakers of other languages

For indicative content see Unit 1


6.3 Apply the knowledge and understanding of the receptive and productive skills to work effectively to meet learner needs For indicative content see Unit 2 6.4 Recognise the factors influencing the use of English and use this

understanding to help secure the success of their learning programmes and goals and enhance their effectiveness as a teacher/trainer

For indicative content see Unit 3 6.5 Apply their knowledge of the theoretical frameworks and language to

enhance their teaching effectiveness and their ability to assess learners’ needs and development

For indicative content see Unit 4 6.6 Apply the understanding and skills developed while learning about

language and literacy learning and development to work effectively to meet learner needs

For indicative content see Unit 5 6.7 Respond appropriately to relevant aspects of professional development All teachers/trainers need to evaluate and develop their own subject knowledge with reference to the ESOL Subject Specifications. They also need to evaluate and improve the quality and effectiveness of their own and their team’s effectiveness in responding to the Skills for Life targets re ESOL. Teachers/trainers are required to keep up-to-date with developments and innovations which inform teaching practice, provision and resources. Additionally, they must plan and implement their own programme of subject expertise development with clearly signposted goals and targets and seek out and participate in professional development opportunities relevant to ESOL teaching and assessment. They must acknowledge and benefit from the diversity of learners’ experiences, cultural backgrounds and motivations for communication. Teachers/trainers need to work effectively with others to benefit the community of ESOL learners and colleagues in the field. Teaching and Learning Strategies Requirements for observations of experienced practitioners/peers

It is recommended that wherever possible course candidates undertake two kinds of observations: • At least one ESOL lesson delivered by an experienced and qualified practitioner (with

good to excellent internal inspection grades, experience of teaching a range of levels and contexts, and be experienced in a substantial teaching role)

• At least one lesson taught by another course participant (using evaluation criteria drawn up by and for the candidate group focusing on key aspects of ESOL teaching, eg

- Spoken language skills development in relevant communicative contexts - Strategies for lexical and grammatical competence - Strategies and resources for helping learners to develop beginner level

reading and writing skills - Diagnostic approach to developing learners’ independent spelling

strategies


Optional: that course candidates undertake observation of a class at a higher or lower level than the one they currently teach or a language supported vocational course. Sample assessment strategy for formative assessment

Discussion and analysis of current practice; videos of current practice and discussion Indicative reading Core Gray, D. Griffin, C. Nasta, A. (2001) Training to Teach in Further and Adult Education, Nelson Thornes Armitage, A. et al (Second Edition) (2003) Teaching and Training in Post-compulsory Education, Open University Press, McGraw-Hill Education Sunderland, H and Rees, S (eds) (1996) ESOL Syllabus Design, London Language and Literacy Unit Reference Harmer, J. (2001) The Practice of English Language Teaching, Longman (in particular chapters 7-9, 21,23) Ur, P. (1996) A Course in Language Teaching CUP, (in particular module 12, 15-16, 21) Walkin, L. (2002) Teaching and Learning in Further and Adult Education, Nelson Thornes, DfES (2002) Adult ESOL Core Curriculum, DfES (2003) Inspection Guides – Skills for Life publications Grade descriptions Teachers/trainers must demonstrate they are competent educators capable of interpreting and implementing the appropriate adult core curriculum effectively. The standard of teaching expected must be comparable with the expectations set in the FENTO ‘Standards for teaching and supporting learning’. Teachers/trainers will show mature application of the learning outcomes throughout the qualification to create clear, coherent, learner-centred, learning programmes and resources. Teachers/trainers will be able to reflect on the practical application of the theories learned in a confident and insightful manner, responding appropriately to a range of different learner needs including those learners that face specific problems when learning or developing learning skills. Teachers/trainers must be able to show confident use of a range of teaching skills including a clear demonstration of their ability to: • use appropriate support, rapport, motivational skills and empathy to be an effective

teacher/trainer, • convey meaning and instruction clearly • check learners’ understanding of the learning, and • identify errors and correct learners’ oral and written language sensitively Teachers/trainers are expected to show they can apply their knowledge of theoretical frameworks and language to enhance their teaching and understanding of the learner’s learning potential and progress. They must demonstrate a clear command of the relevant


personal English language skills in a teaching context, ensuring they use written and spoken language in the classroom which is clear and coherent and essentially free of mistakes in spelling, punctuation and grammar. Teachers/trainers will be able to respond to relevant aspects of their own professional development in an honest and objective manner, reflecting on their own value system, applying their knowledge and understanding critically to locate and justify a personal position in relation to the subject.


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Appendix 1 Example teaching and learning techniques

The following extracts have been taken from the "Guidance on using the subject Specifications for teachers of English for Speakers of Other Languages (ESOL) at level four" pages 21 - 28. Guidance on developing and using a range of adult ESOL teaching and learning techniques ESOL is a part of English Language Teaching (ELT) which has a continuously developing and changing body of research and practice. It also has a huge and well developed body of literature and teachers/trainers should be made aware of the wide ranging sources of information on teaching and learning English for adults that is available. This section does not attempt to duplicate these works. Rather it intends to summarise the key areas that teachers/trainers need to be taught in a programme of ESOL teacher/trainer education. As with Section 6, it relates these techniques to the content knowledge for the Subject Specifications for Teachers of English for Speakers of Other Languages. 7.1 Techniques for teaching grammar Teachers/trainers need to be aware of different ways of approaching the teaching of grammar. For example: • deductive approaches which present grammar rules and practise their application,

both on paper and in CALL • inductive approaches which prompt learners to observe patterns and work out

grammar rules in samples of spoken or written text • highlighting 'stand alone' language points for study • highlighting language points embedded in texts • relating language form to function • using concept checking questions to clarify the meaning of language forms with

learners • using language comparison methods • error analysis and the effects of language transfer Teachers/trainers need to be taught to make choices about methods of teaching grammar, depending on the learners' language learning styles, preferences and educational backgrounds. They need to know about the diverse materials available for the teaching of grammar; including exercise books, course books, games and songs. They need to know how to make and gather together their own materials where no other suitable ones exist. Teachers/trainers also need to be aware that grammar underpins all the four skills, and that the grammar of spoken English differs in some respects from that of written language. 7.2 Techniques for teaching lexis Teachers/trainers will need to know a range of techniques for teaching lexis, for example: • using pictures or realia • using questioning to elicit • using texts to extend lexis • matching words and definitions


• using monolingual and bilingual dictionaries • grouping words in word families • presenting lexical chunks • matching collocations Teachers/trainers also need to be aware of the many existing learning materials. Particularly with beginner learners or learners requiring specialist lexical items, teachers/trainers will need to learn ways of preparing their own materials. They will also need to know the importance of teaching lexis in context and on repeated occasions to help learners store new items in their long-term memory. As with grammar, teachers/trainers will need to be able to choose how overtly to teach some lexical items, for instance discourse markers or collocations, depending on their learners' preferences, previous educational background and learning styles. 7.3 Techniques for teaching phonology Teachers/trainers will need to know a range of techniques for teaching phonology, for example: • using kinaesthetic approaches like clapping, tapping and conducting to show rhythm,

stress and intonation • providing tape or video models for learners • minimal pairs • teaching the phonemic alphabet so learners can use dictionaries to work out stress

and pronunciation of new words • modelling sounds and using exaggerated pronunciation • repetition, songs and jazz chants • examining how the mouth works and modelling mouth shape and tongue position for

learners Teachers/trainers will need to use activities to improve learners’ recognition as well as production of sounds, stress and intonation. They will need to know how to provide opportunities for learners to reproduce and practice the stress, rhythm and intonation in a meaningful way. Teachers/trainers will need to know how to decide the length of time to devote to teaching phonology and how to deal with different needs for overt teaching among groups of learners from different language groups. They will also need to know how to integrate the teaching of phonology with the teaching of grammar and lexis and with speaking and listening and how to use existing materials for teaching phonology. 7.4 Personal factors affecting language learning Most of the literature on ELT is aimed at the EFL market, i.e. learners who do not intend to settle in this country. While many of the teaching techniques are the same, particularly with learners who already have a high level of education, ESOL teachers/trainers may need to use different techniques with learners whose formal education in any language has been limited. Many good EFL materials can be used or adapted, but teachers/trainers will need to be aware of relevant factors in order to decide which can be used and which are not appropriate. For instance, EFL materials often assume a fairly high level of education and literacy while the ESOL learner group is much more varied. The contexts in which ESOL learners will be using English may also differ - they are more likely to need English for official purposes, such as immigration and benefits, and their study of English is often a means to achieve other objectives, such as education or employment, rather than a subject of study in itself. ESOL teachers/trainers should be taught to evaluate methods and


material with such factors in mind, and to select, adapt and supplement published material appropriately. Prospective teachers/trainers need to know and be able to use teaching and learning techniques for a range of learners, from beginner to advanced. Because of the current dearth of suitable materials for learners beginning to learn to speak, read and write English, teachers/trainers need to be able to produce suitable materials for this level. ESOL teachers/trainers need to learn how to work with learners with 'spiky profiles' and with learners from very different educational backgrounds. They also need to know how to use a range of techniques for teaching ESOL to learners with physical, sensory and learning impairments. 7.4.1 Social, cultural and historical factors affecting language learning Teachers/trainers need to show that they value learners’ other languages and recognise other varieties of English which they may speak (e.g. Indian or African English). They need to include a range of varieties of English in lessons for learners to understand and use if appropriate. Teachers/trainers need to know various ways to use the first language in the development of English, such as helping learners to notice similarities and differences in patterns. For example: • language comparison in terms of syntax, lexis, phonology and discourse and

organisational features • bilingual materials and worksheets • learners discussing and working in language groupings for parts of a lesson to share

ideas and compare language features 7.4.2 Language & literacy learning and development The Subject Specifications for Teachers of English for Speakers of Other Languages summarise some of the key language learning methods and techniques in the 'indicative content' column. These can be found in Section 4 (pages 27 and 28). They are reproduced below: • grammar translation method • structuralist approach, behaviourist models • direct method, immersion approach • task-based learning, activity based learning • communicative and functional approaches • use of authentic and meaningful texts and activities • use of action research and reflection Many more learning and teaching techniques are given in the Adult ESOL Core Curriculum, in the sample activities on the right hand pages. ESOL teachers/trainers need to know and have tried out a variety of language learning and teaching techniques. They need to be able to provide appropriate teaching for learners at different stages of literacy, including a systematic programme for those who do not have literacy skills in any language. Teachers/trainers need to be aware of research on the effectiveness of different techniques and methods and also to be able to evaluate their success in practical teaching.


7.5 English language skills 7.5.1 Techniques for teaching reading Teachers/trainers need to be able to teach reading to a range of learners; those who are non-readers in any language; those who read in another script; those who can already read the Latin script; those who can speak and understand English but not read; those whose reading is better than their oral English; beginners through to advanced. They need to know and be able to use a range of techniques, for example: • language experience • using phonics to decode unknown words • activities for increasing word recognition • paired reading • modelling • scaffolding • DARTS (directed activities related to text) • using context to confirm meaning and to predict • setting tasks to practise skimming and scanning • genre analysis • picking out cohesive devices and using them to identify links in a text • jigsaw reading where learners read different parts of a text of different texts and pool

information They need to be aware how familiarity with context and genre can aid reading and be able to put this knowledge to use in teaching reading. Teachers/trainers need to know about and use a range of reading material, both authentic and simplified texts, for teaching reading. They need to make sure learners are exposed to a very wide range of authentic and graded text types, both printed and on screen, which are relevant to their level, interests and aspirations. They need to be able to choose materials that are suitable for adults, of interest to their learners and at the right level of English and reading level. Teachers/trainers need to be able to identify the sub skills of reading at text, sentence and word level and integrate all three levels in teaching. 7.5.2 Techniques for teaching listening Teachers/trainers need to know techniques for teaching listening to learners at all levels, for example: • setting tasks which focus on listening to extract gist or detail • using context to predict content • setting tasks which enable learners to extract meaning • listening and singing along to songs • games • jigsaw listening where learners listen to different parts of a text of different texts and

pool information They need to know how to use both authentic and simplified materials to develop learners’ listening skills and how to design activities and tasks which build confidence and make the texts accessible to learners at different levels. They need to know different ways of clarifying, checking and confirming learners’ understanding of what they have heard. Teachers/trainers need to know how to choose materials that are relevant, motivating, and of the right level and length to develop learners’ listening skills. They need to know how to use the same text with different tasks when they have mixed level groups and how to use tapes, computers and videos as well as peers and English speakers as sources of listening material. They need to be familiar with commercially produced materials as well as how to record or make their own good quality tapes and to be aware that learners need


to hear a different varieties and accents of English. Teachers/trainers also need to know the importance of setting listening work in context and of providing integrated as well as discrete listening practice opportunities. They also need to be able to make the distinction between asking learners to listen to develop and practice specific listening skills and listening to a text as a model of the language they are expected to produce. 7.5.3 Techniques for teaching speaking

Teachers/trainers need to know a wide variety of techniques for developing speaking skills to learners at all levels. For example: • providing language models • songs • games • communication gap activities • role play • simulation • ‘mingles’ • identifying and analysing errors • using concept checking questions • repetition and substitution drills • projects and assignments which combine work on all fours skills including speaking They need to know how to set up activities including pair, small group and whole class activities which maximise learners’ opportunities for spoken language use. They need to be able to provide opportunities for authentic language use in the classroom, and also to use speaking activities to work on aspects of language form such as phonology and grammar. They need to provide practice in contexts requiring different levels of formality. 7.5.4 Techniques for teaching writing ESOL teachers/trainers need to have a wide repertoire of techniques for developing writing skills for different purposes at all levels, on paper and on computer. For example: • language experience with groups and individuals • handwriting exercises including copying, tracing and handwriting patterns • comparative discussion of syntax to teach punctuation • look, say, cover, write, check • teaching different ways to remember spelling appropriate to different learning styles • genre analysis • providing writing frames • modelling and scaffolding • drafting and redrafting • self and peer editing • collaborative writing approaches Teachers/trainers need to be able to teach beginner literacy to learners who may or may not be literate in their own language. They need to be able to identify sub skills of writing at text, sentence and word level and integrate all three levels in teaching. Teachers/trainers will need to be able to provide models of different genres and text types and to give learners structured support and guidance to produce their own texts to convey different messages to different audiences using the conventions of organisation and style.


Further information

Further information regarding centre/scheme approval or any aspect of assessment of our qualifications should be referred to the relevant City & Guilds regional/national office:

Region

Telephone

Facsimile

City & Guilds Scotland

0131 226 1556

0131 226 1558

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0191 402 5100

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02920 748600

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City & Guilds West Midlands

0121 359 6667

0121 359 7734

City & Guilds East Midlands

01773 842900

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01823 722200

01823 444231

City & Guilds London and South East

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028 9032 5689

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More information about City and Guilds basic skills learner and practitioner qualifications can be found at www.basic-skills.org.uk Other queries Type of query should be directed to General queries on City & Guilds' Customer services enquiries unit products and services email: [email protected]

Centre/scheme approval City & Guilds regional/national office


Verification issues or queries External verifier in the first instance on the operation of a scheme then City & Guilds regional/national office Use of documentation External verifier in the first instance then City & Guilds regional/national office For copies of publications Contact Publications/Sales or order through

'Walled Garden For copies of publications contact Publications/Sales or order through the ‘Walled Garden’.


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Stock reference: SP-01-9485

Documents

Level 4 Certificate for ESOL Subject Specialists (9488) They must be holders of other initial teaching qualifications in English language ... of English as Second Language to Adults