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New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales Application of the professional standards for tutors of Welsh for Adults
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Contents Introduction
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Section 1: Elements
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Section 2: Elements and guidance on extent
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Lifelong Learning UK
Introduction The development of new professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales. In March, 2007, the Welsh Assembly Government tasked Lifelong Learning UK (LLUK) to review the Standards for Teaching and Supporting Learning for Wales and England1 (Further Education National Training Organisation FENTO). The standards were reviewed for the England context in 2006, with publication of new standards in December. While mindful of the need for cross border transferability, the review for Wales has presented the opportunity to develop standards for teachers to reflect the uniqueness of the context in Wales. The professional standards for teachers, tutors and trainers in the lifelong learning sector describe, in generic terms, the skills, knowledge and attributes required of those who perform the wide variety of teaching and training roles undertaken within the sector with learners and employers. They are context free and level free, in order to represent all areas of work and new teachers, experienced teachers and teacher educators. They represent the teaching and learning cycle, with which all teachers engage: initial assessment, planning and preparation, teaching, assessment, evaluation and quality improvement through responding to evaluation.
The consultation process was extended to Wales in June 2007, and this has resulted in the standards published in March 2008. Consultation events and a web-based questionnaire showed strong support for the generic approach of the standards for England while stressing the need for the standards to reflect the distinct needs of the sector in Wales and to support the vision of The Learning Country. This was addressed through the inclusion of standards relating specifically to bilingualism, cultural diversity and sustainable development and global citizenship, thus enabling the standards to meet the needs of Wales and allowing articulation with the standards for England. In this way, cross-border issues and transferability can be addressed, and labour market mobility protected.
The reform of teacher training in Wales Development of the standards represents a vital first step in the construction of a new framework of qualifications for teachers in the further education system in Wales. These will be developed within the Credit and Qualifications Framework for Wales (CQFW) and will have full articulation with other UK credit frameworks.
Further Education National Training Organisation (FENTO), 1999, Standards for teaching and supporting learning in further education in England and Wales, FENTO
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Lifelong Learning UK
Introduction Purpose of this document
Organisation of the document
The new professional standards for teachers describe consistent performance in terms of teachers’ knowledge, understanding and professional practice. As the new professional standards are ‘overarching’ and apply to all teachers, it was considered appropriate to produce an application of these standards for tutors of Welsh for Adults. The new professional standards detail the knowledge, understanding and professional practice for all teachers in any role. This document details the same for tutors of Welsh for Adults and replaces the FENTO Occupational Standards for teaching in the field of Welsh for Adults, 20042. This application document, together with the new overarching professional standards, will support the development of initial teaching qualifications for tutors of Welsh for Adults. It will also be of use in planning appropriate professional development opportunities.
The new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales3 These standards were published in March 2008 and should be used alongside this document. The professional standards document details the values, knowledge, understanding and professional practice expected of all teachers in the lifelong learning sector in Wales. This information is detailed in domains. The domains reflect the functions of the role. There are six domains:
Domain A: Professional values and practice Domain B: Learning and teaching Domain C: Specialist learning and teaching Domain D: Planning for learning Domain E: Assessment for learning
Personal language skills Tutors of Welsh for Adults need appropriate language skills for the level at which they are teaching. Language levels and needs should be considered at the start and throughout a career in the lifelong learning sector. It is recommended that all Welsh for Adults tutors take advantage of training and other opportunities to develop and maintain their personal language skills.
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Domain F: Access and progression The application of the standards This document details knowledge and practice for Welsh for Adults tutors against the domains of the professional standards. In developing an application of the professional standards for qualifications specific to tutors of Welsh for Adults, the need for domains B and C initially seemed unnecessary as all learning and teaching would be considered from a subject specific perspective on these programmes. However, it was found that this approach would limit the extent statements. Therefore, Domain B details specialist learning and teaching underpinned by the appropriate knowledge and understanding. Domain C details the specialist knowledge and understanding and how it is applied to practice.
Further Education National Training Organisation (FENTO), 2004, Safonau Galwedigaethol ar gyfer addysgu ym maes Cymraeg i Oedolion / Occupational standards for teaching in the field of Welsh for Adults, FENTO Dysgu Gydol Oes y DU / Lifelong Learning UK (LLUK), 2008, Safonau proffesiynol trosfwaol newydd i athrawon, tiwtoriaid a hyfforddwyr yn y sector dysgu gydol oes yng Nghymru / New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales, LLUK
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Lifelong Learning UK
Within the domains, specific statements for tutors of Welsh for Adults have been detailed against the values and commitment statements. It was considered unnecessary and unhelpful to try to detail the application of every knowledge and understanding and professional practice statement for teachers of Welsh for Adults. Some value and commitment statements are generic in every sense and little could usefully be added to make them subject specific. The commitment and value statements are coded by the letter of the domain and S for scope, for example, FS 2. All the value and commitment statements from the standards are included in this document. However, where it was felt there was nothing specialist to add this is made clear with the statement ‘Informed by professional standards only.’
Statements about knowledge or practice are detailed throughout this document as elements. A comprehensive list of these can be found in section one of this document. They are coded with the domain letter and then in number sequence. The letters WfA denote an element from the Welsh for Adults application document. Extent suggests content related to the element which is of most use to tutors. It is provided as guidance only and this is detailed in section two. The use of the terms element and extent has been supported through consultation. Those developing and delivering teacher education programmes will find it useful to consider this extent guidance when making any decision to include more or less than that detailed. Elements were written as fields of knowledge and practice for tutors of Welsh for Adults. They list the specific application for any value statement or commitment. The majority of value statements have one associated element, some have many elements and some have none.
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Lifelong Learning UK
Here is an example from Domain B Standard BS 2
Element B2.1 WfA
Applying and developing own professional skills to enable learners to achieve their goals
Use learning activities and resources which relate to learners’ life goals and their existing uses of Welsh and equip learners to use Welsh within the desired contexts
(This is a commitment statement from the professional standards)
(This is a statement relating to knowledge or practice) Tutors of Welsh for Adults: • Assist learners in developing their spoken and written Welsh in authentic and relevant contexts • Use approaches which build on users’ existing uses of Welsh and other languages • Use approaches which promote autonomy and collaboration in the learning of Welsh and make curriculum and methodology explicit • Use approaches which help learners to master and use appropriate language varieties and registers in order to achieve their personal aspirations for their use of Welsh • Evaluate their own professional practice (This is guidance on extent. This particular example of extent guidance relates to professional practice only. In other places extent guidance relates to knowledge and understanding as well.)
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Lifelong Learning UK
Section 1: Elements
Tutors of Welsh for Adults in the lifelong learning sector in Wales value:
Domain A: Professional values and practice
Standard AS 1
Element A1.1 WfA
Learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning
Take account of learners’ backgrounds, experiences, goals and aspirations
Standard AS 2
Element A2.1 WfA
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to sustainable development in a community and global context
Make links between Welsh language acquisition and other areas of development
Standard AS 3
Element A3.1 WfA
Equality, diversity, inclusion and bilingualism in relation to learners, the workforce, and the community
Address particular diversity and inclusion issues relating to Welsh learners
Standard AS 4
Element A4.1 WfA
Reflection and evaluation of their own practice and their continuing professional development as teachers
Engage in professional development relating to international, national and local research into second language acquisition
Standard AS 5
Element A5.1 WfA
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners
Collaborate with others to develop learners’ Welsh in a range of contexts
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Standard AS 6 The application of agreed codes of practice and the maintenance of a safe environment
Informed by professional standards only
Standard AS 7 Improving the quality of their practice
Informed by professional standards only
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Lifelong Learning UK
Section 1: Elements
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain B: Learning and teaching
Standard BS 1 Maintaining an inclusive, equitable, motivating and, where appropriate, bilingual learning environment
Informed by professional standards only
Standard BS 2
Element B2.1 WfA
Applying and developing own professional skills to enable learners to achieve their goals
Use learning activities and resources which relate to learners’ life goals and their existing uses of Welsh and equip learners to use Welsh within the desired contexts
Element B2.2 WfA Use approaches to teaching Welsh which take into account the range of learner backgrounds, histories, learning goals and preferences and cognitive styles
Element B2.3 WfA Apply suitable approaches to working with learners affected by dyslexia and other cognitive, physical or sensory abilities or disabilities
Element B2.4 WfA Use knowledge of language systems to develop learners’ awareness of how the Welsh language works
Element B2.5 WfA Use knowledge of language systems to work systematically and holistically with learners in developing their use of Welsh
Element B2.6 WfA Enable learners to develop critical listening and reading skills within authentic communicative situations
Element B2.7 WfA Enable learners to develop spoken and written Welsh within authentic communicative situations
Element B2.8 WfA Take advantage of initial training opportunities and in-service training to develop their own professional skills
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Standard BS 3
Element B3.1 WfA
Communicating effectively and appropriately with learners to enhance learning
Understand Welsh as both a learning goal and a medium of learning
Element B3.2 WfA Facilitate learner-teacher and learner-learner interaction to support learning of Welsh
Standard BS 4 Collaboration with colleagues to support the needs of learners
Informed by professional standards only
Standard BS 5
Element B5.1 WfA
Using a range of learning resources to support learners
Use specialist knowledge and awareness of learner needs and goals to select, develop and use appropriate resources for learners of Welsh, including ICT where appropriate
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain C: Specialist learning and teaching
Standard CS 1
Element C1. WfA
Understanding and keeping up to date with current knowledge in respect of own specialist area
Analyse learners’ uses of language and literacy
Element C1.2 WfA Understand the relationship between language and social, cultural, political and religious identity
Element C1.3 WfA Understand the role language plays in the formation, maintenance and transformation of power relations
Element C1.4 WfA Understand how language varies and changes and how this influences language and literacy use
Element C1.5 WfA Understand the social, cognitive and affective factors which may influence language learning
Element C1.6 WfA Understand the different ways in which language can be described and analysed
Element C1.7 WfA Analyse communication at discourse/text level
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Lifelong Learning UK
Section 1: Elements
Element C1.8 WfA Analyse communication at sentence and phrase level
Element C1.9 WfA Analyse communication at word level
Element C1.10 WfA Analyse the phonological features of language
Element C1.11 WfA Know current theories and principles relating to language acquisition and bilingualism
Element C1.12 WfA Understand the interdependence of the four skills of listening, reading, speaking and writing
Element C1.13 WfA Understand the implications of the interdependence of the four skills for planning, teaching and assessment
Element C1.14 WfA Analyse the processes involved in the four skills
Element C1.15 WfA Know a range of learning and teaching approaches related to the four skills
Standard CS 2
Element C2.1 WfA
Enthusing and motivating learners in own specialist area
Understand perceptions of the Welsh language and consider their impact on learner motivation
Element C2.2 WfA Demonstrate specialist knowledge of strategies that engage and enthuse Welsh learners
Standard CS 3 Fulfilling the statutory responsibilities associated with own specialist area of teaching
Informed by professional standards only
Standard CS 4 Developing good practice in teaching own specialist area
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See Element A4.1 WfA
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Lifelong Learning UK
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain D: Planning for learning
Standard DS1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners
Informed by professional standards only
Standard DS 2 Learner participation in the planning of learning
Informed by professional standards only
Standard DS 3 Evaluation of own effectiveness in planning learning
Informed by professional standards only
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain E: Assessment for learning
Standard ES 1
Element E1.1 WfA
Designing and using assessment as a tool for learning and progression
Apply specialist principles and approaches to assessment for language learning
Standard ES 2
Element E2.1 WfA
Assessing the work of learners in a fair and equitable manner
Assess the work of learners of Welsh in an equitable and inclusive manner
Standard ES 3
Element E3.1 WfA
Learner involvement and shared responsibility in the assessment process
Facilitate learner involvement and shared responsibility in the assessment of Welsh learning
Standard ES 4
Element E4.1 WfA
Using feedback as a tool for learning and progression
Apply specialist knowledge in dialogue with learners as part of assessment
Standard ES 5 Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress
Informed by professional standards only
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Lifelong Learning UK
Section 1: Elements
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain F: Access and progression
Standard FS 1
Element F1.1 WfA
Encouraging learners to seek initial and further learning opportunities and to use services within the organisation
Refer Welsh learners to additional learning and progression opportunities
Standard FS 2 Providing support for learners within the boundaries of the teacher role
Informed by professional standards only
Standard FS 3 Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area
Informed by professional standards only
Standard FS 4
Element F4.1 WfA
A multi-agency approach to supporting development and progression opportunities for learners
Co-operate with a variety of agencies to support opportunities for learner development and progression
The new professional standards for teachers describe consistent performance in terms of teachers’ knowledge, understanding and professional practice.
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Lifelong Learning UK
Section 2: Elements and guidance on extent
Tutors of Welsh for Adults in the lifelong learning sector in Wales value:
Domain A: Professional values and practice
Standard AS 1
Element A1.1 WfA
Learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning
Take account of learners’ backgrounds, experiences, goals and aspirations Tutors of Welsh for Adults know and understand: • The effect of previous learning experiences and achievements, in the context of both the Welsh language and other subjects, on learners’ perceptions of their chances of success and their ability to learn independently • The importance of identifying and appreciating learners’ achievements in Welsh outside the formal learning environment • How learners’ attitudes towards Welsh speaking communities may impact on learning • How the attitudes of Welsh speaking communities towards learners may impact on the learner • How the attitudes of non-Welsh speaking communities towards learners may impact on the learner • Factors arising from learning in a specific context such as learning in the workplace or family learning • That some learners learn on their own without a connection with Welsh speaking communities • How to apply understanding of learners’ backgrounds, experiences, goals and aspirations to support their development as Welsh speakers
Standard AS 2
Element A2.1 WfA
Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to sustainable development in a community and global context
Make links between Welsh language acquisition and other areas of development Tutors of Welsh for Adults know and understand: • How to increase learners’ awareness of the role of Welsh in their communities and in communities the length and breadth of Wales • How to promote the value of the Welsh language as a living medium beyond the formal learning environment and to develop an eagerness in learners to participate in Welsh speaking communities • How to increase awareness of the potential of the Welsh language for access to education; employment or career change and social opportunities • How to increase awareness of the role of Welsh in sustainable development, which contributes to sustainable communities
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Section 2: Elements and guidance on extent
Standard AS 3
Element A3.1 WfA
Equality, diversity, inclusion and bilingualism in relation to learners, the workforce, and the community
Address particular diversity and inclusion issues relating to Welsh learners Tutors of Welsh for Adults know and understand: • The range and diversity of learners’ aspirations concerning the use of Welsh and how to help learners fulfil these aspirations • The range of personal, social, and economic factors which may affect achievement and how to encourage learners to address these • The impact and implications of physical disabilities, sensory impairment and mental health issues and strategies for supporting the learning of Welsh • Current definitions of dyslexia, dyspraxia and other specific learning difficulties and strategies for supporting the learning of Welsh • Cultural variation in the learning environment and its implications for teaching and learning
Standard AS 4
Element A4.1 WfA
Reflection and evaluation of their own practice and their continuing professional development as teachers
Engage in professional development relating to international, national and local research into second language acquisition Tutors of Welsh for Adults know and understand: • How research into second language acquisition, together with tutors’ and learners’ own insights, can inform learning and teaching and tutors’ professional practice • The importance of sharing good practice with fellow tutors in training sessions • The relationship between national Welsh for Adults policies and initiatives; local and district strategies, and tutors’ own professional practice in class
Standard AS 5
Element A5.1 WfA
Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners
Collaborate with others to develop learners’ Welsh in a range of contexts Tutors of Welsh for Adults know and understand: • The importance of collaborating with colleagues locally and nationally to contribute to the planning, presentation, development, verification and review of learning programmes • The importance of collaborating with individuals, local and national groups and organisations whose work contributes to learners’ progress and development as Welsh speakers
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Standard AS 6 The application of agreed codes of practice and the maintenance of a safe environment
Informed by professional standards only
Standard AS 7 Improving the quality of their practice
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Informed by professional standards only
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Lifelong Learning UK
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain B: Learning and teaching
Standard BS 1 Maintaining an inclusive, equitable, motivating and, where appropriate, bilingual learning environment
Informed by professional standards only
Standard BS 2
Element B.2.1 WfA
Applying and developing own professional skills to enable learners to achieve their goals
Use learning activities and resources which relate to learners’ life goals and their existing uses of Welsh and equip learners to use Welsh within the desired contexts Tutors of Welsh for Adults: • Assist learners in developing their spoken and written Welsh in authentic and relevant contexts • Use approaches which build on users’ existing uses of Welsh and other languages • Use approaches which promote autonomy and collaboration in the learning of Welsh and make curriculum and methodology explicit • Use approaches which help learners to master and use appropriate language varieties and registers in order to achieve their personal aspirations for their use of Welsh • Evaluate their own professional practice
Element B2.2 WfA Use approaches to teaching Welsh which take into account the range of learner backgrounds, histories, learning goals and preferences and cognitive styles Tutors of Welsh for Adults: • Use a range of strategies to differentiate learning and teaching and make learning Welsh accessible to learners with a range of skills previous experiences of language and learning and linguistic backgrounds • Use a range of methods and techniques to avoid over-dependence on translating Welsh to English • Use a range of approaches and classroom management techniques to build on learners’ strengths and shared experiences • Use approaches which foster collaborative learning
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Section 2: Elements and guidance on extent
Element B2.3 WfA Apply suitable approaches to working with learners affected by dyslexia and other cognitive, physical or sensory abilities or disabilities Tutors of Welsh for Adults: • Take account of the impact of different cognitive, physical and sensory abilities and disabilities on the learning of Welsh • Use a range of language teaching approaches and multi-sensory activities and resources which build on learners’ strengths • Enable learners to make use of specialist resources and assistive technology for language learning where necessary
Element B2.4 WfA Use knowledge of language systems to develop learners’ awareness of how the Welsh language works Tutors of Welsh for Adults: • Use appropriate techniques and terminology to help learners develop their understanding of how oral and written Welsh works • Use approaches which help learners recognise the diverse and changing nature of the Welsh language • Use approaches which enable learners to recognise language varieties in different contexts where appropriate
Element B2.5 WfA Use knowledge of language systems to work systematically and holistically with learners in developing their use of Welsh Tutors of Welsh for Adults: • Analyse the language used for for learning and teaching purposes • Use appropriate terminology relating to discourse, grammar, lexis and phonology • Integrate the development of listening, reading, speaking and writing skills at text, sentence and word level • Use approaches which enable learners to understand the importance of purpose, audience and social context • Use approaches which foster creativity and self-expression and enable learners to use language relevant to context • Use approaches which enable learners to make informed choices about their own use of Welsh • Use approaches which enable learners to understand how language use relates to social structures, power and identity
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Element B2.6 WfA Enable learners to develop critical listening and reading skills within authentic communicative situations Tutors of Welsh for Adults: • Use a range of approaches and resources to help learners develop critical listening and reading skills in a range of authentic contexts, for different purposes and appropriate to their interests, contexts and goals • Enable learners to improve their ability to understand, interpret and respond to spoken and written texts • Enable learners to develop listening and reading strategies which build on their existing skills in Welsh and their knowledge of other languages • Enable learners to deal with linguistic and cultural challenges in order to understand and interpret spoken and written texts • Use a range of approaches to listening and reading
Element B2.7 WfA Enable learners to develop spoken and written Welsh within authentic communicative situations Tutors of Welsh for Adults: • Use approaches, texts and materials to help learners develop their ability to communicate effectively with a range of audiences for different purposes at text (discourse), sentence and word (lexis) level appropriate to their interests, contexts and goals • Enable learners to develop strategies which build on their existing knowledge and skills in Welsh and other languages • Use approaches which enable learners to deal with linguistic, cultural and other challenges to speaking and writing in a variety of contexts • Use a range of approaches to speaking and writing development
Element B2.8 WfA Take advantage of initial training and professional development opportunities to develop their own skills Tutors of Welsh for Adults: • Attend professional development in accordance with the local Welsh for Adults Centre’s training and development plan
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Lifelong Learning UK
Section 2: Elements and guidance on extent
Standard BS 3
Element B3.1 WfA
Communicating effectively and appropriately with learners to enhance learning
Understand Welsh as both a learning goal and a medium of learning Tutors of Welsh for Adults: • Use Welsh as a teaching medium at an appropriate level for the linguistic attainment of the class • Communicate clearly and effectively • Use appropriate terminology with learners • Help learners to use appropriate terminology
Element B3.2 WfA Facilitate learner-teacher and learner-learner interaction to support learning of Welsh Tutors of Welsh for Adults: • Demonstrate awareness of the place of interaction in language development • Ensure that the spoken and written language they use is accessible to learners
Standard BS 4 Collaboration with colleagues to support the needs of learners
Informed by professional standards only
Standard BS 5
Element B5.1 WfA
Using a range of learning resources to support learners
Use specialist knowledge and awareness of learner needs and goals to select, develop and use appropriate resources for learners of Welsh, including ICT where appropriate Tutors of Welsh for Adults: • Design, adapt or select resources from an appropriate range that develop conceptual understanding and enable practice of Welsh • Use ICT to create resources for Welsh learning, recognising the issues related to communicating about language through ICT • Select and use appropriate equipment and realia for Welsh learning and teaching • Adapt the linguistic content of teaching and learning resources as appropriate for particular groups or individuals, for example, by simplification, extension or re-organisation • Change materials and resources frequently to bring them up to date • Use ICT and e-learning resources that link appropriately to learning outcomes and promote engagement of Welsh learners with tasks and activities
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Lifelong Learning UK
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain C: Specialist learning and teaching
Standard CS 1
Element C1.1 WfA
Understanding and keeping up to date with current knowledge in respect of own specialist area
Analyse learners’ uses of language and literacy Tutors of Welsh for Adults know and understand: • Learners’ expectations about uses of spoken and written language vary according to social, cultural, and historical factors • How the context in which language is used affects the choices made by the speaker/writer and the expectations of the listener/reader • Learners aspire to use a range of language and literacy practices
Element C1.2 WfA Understand the relationship between language and social, cultural, political and religious identity Tutors of Welsh for Adults know and understand: • The close relationship between individuals, or groups, and the forms of language they use and how this can maintain personal or group identity • Spoken and written language usage reflects social and cultural relationships • Speakers and writers choose varieties, registers and styles according to a range of social and cultural factors
Element C1.3 WfA Understand the role language plays in the formation, maintenance and transformation of power relations Tutors of Welsh for Adults know and understand: • Current hierarchies and inequalities in language and literacy use and their role in reflecting and maintaining existing social relations • The historical background of the Welsh language and the changing nature of hierarchies in the use of language and literacy and the potential for change by all language users
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Section 2: Elements and guidance on extent
Element C1.4 WfA Understand how language varies and changes and how this influences language and literacy use Tutors of Welsh for Adults know and understand: • Languages are dynamic and constantly evolving and how Welsh has changed and continues to change • There are many varieties and dialects of Welsh and these have spoken and written forms • The status of Welsh, the impact of the Welsh language on communities and the growing use of Welsh in education, technology, media, commerce and other fields • The changing nature of literacy and texts, including the move from page to screen and the development of multimedia texts
Element C1.5 WfA Understand the social, cognitive and affective factors which may influence language learning Tutors of Welsh for Adults know and understand: • How social, cultural, economic, linguistic and personal factors influence the learning process for adult learners of Welsh • The impact of cognitive factors on second language development • The impact of affective factors on second language development and how to address these in teaching • How to enhance creativity, pleasure, autonomy and empowerment through the acquisition of Welsh as an additional language
Element C1.6 WfA Understand the different ways in which language can be described and analysed Tutors of Welsh for Adults know and understand: • How language can be described in a range of ways relating to semantic, morphological, grammatical, written or spoken features • How features of language are related and interdependent. • How Welsh can be described to emphasise its difference from and similarity to other languages
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Element C1.7 WfA Analyse communication at discourse/text level Tutors of Welsh for Adults know and understand: • Ways in which genre, register and style are related to the context, purpose, audience and mode of spoken and written text • The relationship between accuracy and fluency and how their importance varies within different contexts • Devices that make a text cohesive and coherent • Key aspects of pragmatics: the study of intended speaker or writer meaning • The significant differences between spoken and written discourse • How to enable Welsh learners to use language, format and conventions appropriate to genre and context • How to enable learners to recognise and use the organisational, grammatical, lexical and phonological or punctuation features which make discourse effective • How to enable learners to use interpersonal and non-linguistic features in spoken discourse • How to use written and spoken texts which have relevance to learners
Element C1.8 WfA Analyse communication at sentence and phrase level Tutors of Welsh for Adults know and understand: • Principles, rules and conventions relating to the syntax of Welsh • Different ways of describing grammar, for example, prescriptive or descriptive grammar. • Grammatical features of spoken language • Grammatical features of written language, including sentence types, clause and phrase types, tenses, mutations, punctuation, use of accents and others • How to compare written and spoken forms • How to raise learners’ awareness that concepts and grammatical forms cannot be directly translated from one language to another
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Section 2: Elements and guidance on extent
Element C1.9 WfA Analyse communication at word level Tutors of Welsh for Adults know and understand: • The principle theories regarding the study of semantics and lexis and their implications for learning Welsh, including retention and recall of vocabulary items, the association between language and thought and the significance of language corpus • The meaning of knowing a word from the perspective of: meaning and definition; pronunciation; spelling; context; parts of speech and grammatical and register limitations • How to select lexis based on register and stylistic constraints, collocation, purpose and context • The benefits of chunking and lexical phrases in the acquisition and storage of language • The morphology of Welsh in its obligations for word-building • The spelling system of Welsh
Element C1.10 WfA Analyse the phonological features of language Tutors of Welsh for Adults know and understand: • The role of stress, rhythm and intonation in conveying meaning • The use of intonational patterns to denote function • Terminology related to stress, rhythm and intonation • The sounds of Welsh and the role of place, manner of articulation and voice • The variety of sounds to be found within the range of Welsh dialects • The influence of the learner’s other language(s) and dialect(s) on all aspects of Welsh pronunciation
Element C1.11 WfA Know current theories and principles relating to language acquisition and bilingualism Tutors of Welsh for Adults know and understand: • Theories and principles of second language acquisition • Theories and principles of bilingualism and multilingualism • Theories and principles of child language acquisition and development and how these must be adjusted for use with adults • Relationships between theories and principles of language acquisition and bilingualism and classroom practice
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Lifelong Learning UK
Element C1.12 WfA Understand the interdependence of the four skills of listening, reading, speaking and writing Tutors of Welsh for Adults know and understand: • There are different theoretical models of reading, writing, speaking and listening which underpin different teaching and learning approaches • The multimodal nature of new media • How the introduction of new media has influenced the processes of reading and writing and speaking and listening
Element C1.13 WfA Understand the implications of the interdependence of the four skills for planning, teaching and assessment Tutors of Welsh for Adults know and understand: • How to apply their understanding of the interdependence of the four skills in planning, teaching and assessment • The importance of planning lessons to include the four skills • How to assist learners to recognise the multimodal nature of new media • How to assist learners to develop and use new media for reading and writing
Element C1.14 WfA Analyse the processes involved in the four skills Tutors of Welsh for Adults know and understand: • Cognitive processes used in understanding, interpreting and producing texts • Socio-cultural factors in understanding, interpreting and producing texts • How approaches vary according to context and purpose • The range of sub-skills necessary in understanding, interpreting and producing texts in a range of contexts and for a range of purposes • Factors that enhance understanding and expression • Factors which hinder understanding and expression
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Lifelong Learning UK
Section 2: Elements and guidance on extent
Element C1.15 WfA Know a range of learning and teaching approaches related to the four skills Tutors of Welsh for Adults know and understand: • How to use their awareness of the processes of the four skills to plan, teach and assess learners • How to support learners to read, write, speak and listen • How to use a range of written and spoken texts, together with activities, which reflect variety in purpose, audience, form and function • How to use knowledge about processes related to speaking and writing to plan programmes which consider process as well as product • How to use knowledge about processes related to speaking and writing to develop learners’ fluency and accuracy
Standard CS 2
Element C2.1 WfA
Enthusing and motivating learners in own specialist area
Understand perceptions of the Welsh language and consider their impact on learner motivation Tutors of Welsh for Adults know and understand: • The range of motivations for learning Welsh and the relationship to wider national and international views of language
Element C2.2 WfA Demonstrate specialist knowledge of strategies that engage and enthuse Welsh learners Tutors of Welsh for Adults know and understand: • How to build confidence in Welsh learners, for example, valuing prior learning and experience, breaking down tasks into appropriate steps in order to create opportunities for success • The effects of teacher confidence, enthusiasm and specialist knowledge in promoting language and literacy development of learners • How to establish Welsh as the language of the group • How to create a non-threatening atmosphere and supportive relationships within the group
Standard CS 3 Fulfilling the statutory responsibilities associated with own specialist area of teaching
Informed by professional standards only
Standard CS 4 Developing good practice in teaching own specialist area
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See Element A4.1 WfA
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Lifelong Learning UK
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain D: Planning for learning
Standard DS 1 Planning to promote equality, support diversity and to meet the aims and learning needs of learners
Informed by professional standards only
Standard DS 2 Learner participation in the planning of learning
Informed by professional standards only
Standard DS 3 Evaluation of own effectiveness in planning learning
Informed by professional standards only
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Lifelong Learning UK
Section 2: Elements and guidance on extent
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain E: Assessment for learning
Standard ES 1
Element E1.1 WfA
Designing and using assessment as a tool for learning and progression
Apply specialist principles and approaches to assessment for language learning Tutors of Welsh for Adults know and understand: • Different types of language assessment and terminology • How to select and use different forms of language assessment (initial, diagnostic, formative, summative) appropriate to context and purpose • How to assess learners’ language skills at the start of a learning programme • Assessment tools and procedures need to reflect learners’ real life language use • How to operate the continuous assessment plan approved by the local Welsh for Adults Centre • How to prepare learners for national Welsh for Adults examinations
Standard ES 2
Element E2.1 WfA
Assessing the work of learners in a fair and equitable manner
Assess the work of learners of Welsh in an equitable and inclusive manner Tutors of Welsh for Adults: • Demonstrate awareness of the range of learners’ linguistic and cultural backgrounds and the implications of this for equitable and inclusive assessment • Demonstrate awareness of the range of factors that can affect language and literacy learners who are dyslexic or have other learning difficulties or disabilities and the implications of this for equitable and inclusive assessment
Standard ES 3
Element E3.1 WfA
Learner involvement and shared responsibility in the assessment process
Facilitate learner involvement and shared responsibility in the assessment of Welsh learning Tutors of Welsh for Adults: • Demonstrate awareness that learners may have had different experiences of assessment and that this may affect their current attitudes to assessment • Use ways of developing and facilitating peer and self assessment of language learning
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Standard ES 4
Element E4.1 WfA
Using feedback as a tool for learning and progression
Apply specialist knowledge in dialogue with learners as part of assessment Tutors of Welsh for Adults:
Standard ES 5
• Know and understand the importance of using appropriate spoken and written language in giving feedback to learners of Welsh
Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress
Informed by professional standards only
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Lifelong Learning UK
Tutors of Welsh for Adults in the lifelong learning sector in Wales are committed to:
Domain F: Access and progression
Standard FS 1
Element F1.1 WfA
Encouraging learners to seek initial and further learning opportunities and to use services within the organisation
Refer Welsh learners to additional learning and progression opportunities Tutors of Welsh for Adults: • Identify sources of information, advice and guidance relating to Welsh for Adults and refer learners to them • Identify national, regional and local opportunities for additional learning and refer learners to them • Identify and refer learners to varied resources, including ICT, which will provide additional learning opportunities. • Promote the services available to learners within the organisation and extra-curricular • Encourage learners to take advantage of a range learning opportunities outside the formal learning environment, including home self study • Encourage learners to take every opportunity to speak Welsh both inside and outside the formal learning environment • Encourage learners to take responsibility for their own learning
Standard FS 2 Providing support for learners within the boundaries of the teacher role
Informed by professional standards only
Standard FS 3 Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area
Informed by professional standards only
Standard FS 4
Element F4.1 WfA
A multi-agency approach to supporting development and progression opportunities for learners
Co-operate with a variety of agencies to support opportunities for learner development and progression Tutors of Welsh for Adults: • Encourage learners to take advantage of opportunities provided by other organisations for both formal and informal learning, including social activities and residential and Saturday schools
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A glossary of terms used within this document and other Wales publications can be found on the LLUK website at www.lluk.org/2819.htm
Lifelong Learning UK LONDON
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Tel: 0870 757 7890 Fax: 0870 757 7889 Email: enquiries@lifelonglearninguk.org Helpline: 020 7936 5798
www.lluk.org Ref: S&Q/W/03 2008/03
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