application of the professional standards for tutors of welsh for adults

New overarching professional standards forteachers, tutors and trainers in the lifelong learning sector in WalesApplication of the professional standards for tutors of Welsh for Adults

LLUK WfA English 30/5/08 09:14

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Introduction 3

Section 1:Elements 7

Section 2: Elements and guidance on extent 13

Contents


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Lifelong Learning UK

In March, 2007, the Welsh Assembly Government taskedLifelong Learning UK (LLUK) to review the Standards forTeaching and Supporting Learning for Wales and England1

(Further Education National Training Organisation -FENTO). The standards were reviewed for the Englandcontext in 2006, with publication of new standards inDecember. While mindful of the need for cross bordertransferability, the review for Wales has presented theopportunity to develop standards for teachers to reflectthe uniqueness of the context in Wales.

The professional standards for teachers, tutors andtrainers in the lifelong learning sector describe, in genericterms, the skills, knowledge and attributes required ofthose who perform the wide variety of teaching andtraining roles undertaken within the sector with learnersand employers. They are context free and level free, inorder to represent all areas of work and new teachers,experienced teachers and teacher educators. Theyrepresent the teaching and learning cycle, with which all teachers engage: initial assessment, planning andpreparation, teaching, assessment, evaluation and qualityimprovement through responding to evaluation.

The consultation process was extended to Wales inJune 2007, and this has resulted in the standardspublished in March 2008. Consultation events and aweb-based questionnaire showed strong support forthe generic approach of the standards for England whilestressing the need for the standards to reflect thedistinct needs of the sector in Wales and to supportthe vision of The Learning Country. This was addressedthrough the inclusion of standards relating specifically to bilingualism, cultural diversity and sustainabledevelopment and global citizenship, thus enabling thestandards to meet the needs of Wales and allowingarticulation with the standards for England. In this way,cross-border issues and transferability can beaddressed, and labour market mobility protected.

The reform of teacher training in WalesDevelopment of the standards represents a vital firststep in the construction of a new framework ofqualifications for teachers in the further educationsystem in Wales. These will be developed within theCredit and Qualifications Framework for Wales(CQFW) and will have full articulation with other UKcredit frameworks.

Introduction

The development of new professional standardsfor teachers, tutors and trainers in the lifelonglearning sector in Wales.

1Further Education National Training Organisation (FENTO), 1999, Standards for teaching and supporting learning in further education in England and Wales, FENTO


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Purpose of this documentThe new professional standards for teachers describeconsistent performance in terms of teachers’ knowledge,understanding and professional practice. As the newprofessional standards are ‘overarching’ and apply to allteachers, it was considered appropriate to produce anapplication of these standards for tutors of Welsh forAdults. The new professional standards detail theknowledge, understanding and professional practice for all teachers in any role. This document details the samefor tutors of Welsh for Adults and replaces the FENTOOccupational Standards for teaching in the field of Welshfor Adults, 20042. This application document, togetherwith the new overarching professional standards, willsupport the development of initial teaching qualificationsfor tutors of Welsh for Adults. It will also be of use in planning appropriate professional developmentopportunities.

Personal language skills Tutors of Welsh for Adults need appropriate languageskills for the level at which they are teaching. Languagelevels and needs should be considered at the start andthroughout a career in the lifelong learning sector. It isrecommended that all Welsh for Adults tutors takeadvantage of training and other opportunities todevelop and maintain their personal language skills.

Organisation of the documentThe new overarching professional standards forteachers, tutors and trainers in the lifelong learningsector in Wales3

These standards were published in March 2008 andshould be used alongside this document. The professionalstandards document details the values, knowledge,understanding and professional practice expected of allteachers in the lifelong learning sector in Wales. Thisinformation is detailed in domains. The domains reflectthe 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

Domain F: Access and progression

The application of the standards

This document details knowledge and practice forWelsh for Adults tutors against the domains of theprofessional standards.

In developing an application of the professional standardsfor qualifications specific to tutors of Welsh for Adults,the need for domains B and C initially seemedunnecessary as all learning and teaching would beconsidered from a subject specific perspective on theseprogrammes. However, it was found that this approachwould limit the extent statements. Therefore, Domain Bdetails specialist learning and teaching underpinned bythe appropriate knowledge and understanding. Domain Cdetails the specialist knowledge and understanding andhow it is applied to practice.

Introduction


2Further Education National Training Organisation (FENTO), 2004, Safonau Galwedigaethol ar gyfer addysgu ym maes Cymraeg i Oedolion / Occupational standardsfor teaching in the field of Welsh for Adults, FENTO

3Dysgu Gydol Oes y DU / Lifelong Learning UK (LLUK), 2008, Safonau proffesiynol trosfwaol newydd i athrawon, tiwtoriaid a hyfforddwyr yn y sector dysgu gydoloes yng Nghymru / New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector in Wales, LLUK


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Within the domains, specific statements for tutors ofWelsh for Adults have been detailed against the valuesand commitment statements. It was consideredunnecessary and unhelpful to try to detail theapplication of every knowledge and understanding andprofessional practice statement for teachers of Welshfor Adults. Some value and commitment statements aregeneric in every sense and little could usefully beadded to make them subject specific.

The commitment and value statements are coded bythe letter of the domain and S for scope, for example,FS 2. All the value and commitment statements fromthe standards are included in this document. However,where it was felt there was nothing specialist to addthis is made clear with the statement ‘Informed byprofessional standards only.’

Statements about knowledge or practice are detailedthroughout this document as elements. A comprehensivelist of these can be found in section one of this document.They are coded with the domain letter and then innumber sequence.

The letters WfA denote an element from the Welshfor Adults application document.

Extent suggests content related to the element whichis of most use to tutors. It is provided as guidance onlyand this is detailed in section two. The use of theterms element and extent has been supported throughconsultation. Those developing and delivering teachereducation programmes will find it useful to considerthis extent guidance when making any decision toinclude more or less than that detailed.

Elements were written as fields of knowledge and practicefor tutors of Welsh for Adults. They list the specificapplication for any value statement or commitment. Themajority of value statements have one associated element,some have many elements and some have none.



Here is an example from Domain B

Element B2.1 WfAUse learning activities and resources which relate to learners’ life goalsand their existing uses of Welsh and equip learners to use Welsh withinthe desired contexts

(This is a statement relating to knowledge or practice)

Tutors of Welsh for Adults:

• Assist learners in developing their spoken and written Welsh in authenticand relevant contexts

• Use approaches which build on users’ existing uses of Welsh and other languages

• Use approaches which promote autonomy and collaboration in thelearning of Welsh and make curriculum and methodology explicit

• Use approaches which help learners to master and use appropriatelanguage varieties and registers in order to achieve their personalaspirations 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 knowledgeand understanding as well.)

Standard BS 2Applying and developing own professional skills to enable learners to achieve their goals

(This is a commitment statement from the professional standards)

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Section 1:Elements

Element A1.1 WfATake account of learners’ backgrounds, experiences, goals and aspirations

Element A2.1 WfAMake links between Welsh language acquisition and other areas of development

Element A3.1 WfAAddress particular diversity and inclusion issues relating to Welsh learners

Element A4.1 WfAEngage in professional development relating to international, national and localresearch into second language acquisition

Element A5.1 WfACollaborate with others to develop learners’ Welsh in a range of contexts

Informed by professional standards only


Tutors of Welsh for Adults in the lifelong learningsector in Wales value:

Standard AS 1Learners, their progress and development, theirlearning goals and aspirations and the experiencethey bring to their learning

Standard AS 2Learning, its potential to benefit peopleemotionally, intellectually, socially andeconomically, and its contribution to sustainabledevelopment in a community and global context

Standard AS 3Equality, diversity, inclusion and bilingualism inrelation to learners, the workforce, and thecommunity

Standard AS 4Reflection and evaluation of their own practice and their continuing professional development as teachers

Standard AS 5Collaboration with other individuals, groups and/ororganisations with a legitimate interest in theprogress and development of learners

Tutors of Welsh for Adults in the lifelong learningsector in Wales are committed to:

Standard AS 6 The application of agreed codes of practice andthe maintenance of a safe environment

Standard AS 7 Improving the quality of their practice

Domain A:Professional values and practice


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Element B2.1 WfAUse 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 WfAUse approaches to teaching Welsh which take into account the range of learner backgrounds, histories, learning goals and preferences and cognitive styles

Element B2.3 WfAApply suitable approaches to working with learners affected by dyslexia andother cognitive, physical or sensory abilities or disabilities

Element B2.4 WfAUse knowledge of language systems to develop learners’ awareness of howthe Welsh language works

Element B2.5 WfAUse knowledge of language systems to work systematically and holisticallywith learners in developing their use of Welsh

Element B2.6 WfAEnable learners to develop critical listening and reading skills within authenticcommunicative situations

Element B2.7 WfAEnable learners to develop spoken and written Welsh within authenticcommunicative situations

Element B2.8 WfATake advantage of initial training opportunities and in-service training todevelop their own professional skills

Section 1:Elements



Standard BS 1Maintaining an inclusive, equitable, motivating and,where appropriate, bilingual learning environment

Standard BS 2Applying and developing own professional skills toenable learners to achieve their goals

Domain B:Learning and teaching


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Element B3.1 WfAUnderstand Welsh as both a learning goal and a medium of learning

Element B3.2 WfAFacilitate learner-teacher and learner-learner interaction to supportlearning of Welsh


Element B5.1 WfAUse specialist knowledge and awareness of learner needs and goals toselect, develop and use appropriate resources for learners of Welsh,including ICT where appropriate

Standard BS 3Communicating effectively and appropriately with learners to enhance learning

Standard BS 4Collaboration with colleagues to support theneeds of learners

Standard BS 5Using a range of learning resources to support learners


Element C1. WfAAnalyse learners’ uses of language and literacy

Element C1.2 WfAUnderstand the relationship between language and social, cultural, politicaland religious identity

Element C1.3 WfAUnderstand the role language plays in the formation, maintenance andtransformation of power relations

Element C1.4 WfAUnderstand how language varies and changes and how this influenceslanguage and literacy use

Element C1.5 WfAUnderstand the social, cognitive and affective factors which may influencelanguage learning

Element C1.6 WfAUnderstand the different ways in which language can be described and analysed

Element C1.7 WfAAnalyse communication at discourse/text level


Standard CS 1Understanding and keeping up to date with current knowledge in respect of ownspecialist area


Element C1.8 WfAAnalyse communication at sentence and phrase level

Element C1.9 WfAAnalyse communication at word level

Element C1.10 WfAAnalyse the phonological features of language

Element C1.11 WfAKnow current theories and principles relating to language acquisition and bilingualism

Element C1.12 WfAUnderstand the interdependence of the four skills of listening, reading,speaking and writing

Element C1.13 WfAUnderstand the implications of the interdependence of the four skills forplanning, teaching and assessment

Element C1.14 WfAAnalyse the processes involved in the four skills

Element C1.15 WfAKnow a range of learning and teaching approaches related to the four skills

Element C2.1 WfAUnderstand perceptions of the Welsh language and consider their impact onlearner motivation

Element C2.2 WfADemonstrate specialist knowledge of strategies that engage and enthuse Welsh learners


See Element A4.1 WfA

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Section 1:Elements


Standard CS 2 Enthusing and motivating learners in own specialist area

Standard CS 3 Fulfilling the statutory responsibilities associatedwith own specialist area of teaching

Standard CS 4 Developing good practice in teaching own specialist area


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Standard DS1Planning to promote equality, support diversity andto meet the aims and learning needs of learners

Standard DS 2Learner participation in the planning of learning

Standard DS 3Evaluation of own effectiveness in planning learning


Element E1.1 WfAApply specialist principles and approaches to assessment for language learning

Element E2.1 WfAAssess the work of learners of Welsh in an equitable and inclusive manner

Element E3.1 WfA Facilitate learner involvement and shared responsibility in the assessment ofWelsh learning

Element E4.1 WfAApply specialist knowledge in dialogue with learners as part of assessment



Standard ES 1Designing and using assessment as a tool forlearning and progression

Standard ES 2Assessing the work of learners in a fair andequitable manner

Standard ES 3Learner involvement and shared responsibility in the assessment process

Standard ES 4Using feedback as a tool for learning and progression

Standard ES 5Working within the systems and qualityrequirements of the organisation in relation toassessment and monitoring of learner progress



The new professional standardsfor teachers describe consistentperformance in terms of teachers’knowledge, understanding andprofessional practice.

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Element F1.1 WfARefer Welsh learners to additional learning and progression opportunities



Element F4.1 WfACo-operate with a variety of agencies to support opportunities for learnerdevelopment and progression


Standard FS 1 Encouraging learners to seek initial and furtherlearning opportunities and to use services within the organisation

Standard FS 2 Providing support for learners within the boundaries of the teacher role

Standard FS 3Maintaining own professional knowledge in order to provide information on opportunities forprogression in own specialist area

Standard FS 4A multi-agency approach to supportingdevelopment and progression opportunities for learners


Section 1:Elements


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Section 2: Elements and guidance on extent


Element A1.1 WfATake 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, onlearners’ perceptions of their chances of success and their ability to learn independently

• The importance of identifying and appreciating learners’ achievements inWelsh outside the formal learning environment

• How learners’ attitudes towards Welsh speaking communities may impacton learning

• How the attitudes of Welsh speaking communities towards learners mayimpact on the learner

• How the attitudes of non-Welsh speaking communities towards learnersmay impact on the learner

• Factors arising from learning in a specific context such as learning in theworkplace or family learning

• That some learners learn on their own without a connection with Welshspeaking communities

• How to apply understanding of learners’ backgrounds, experiences, goalsand aspirations to support their development as Welsh speakers

Element A2.1 WfAMake links between Welsh language acquisition and other areas of development


• How to increase learners’ awareness of the role of Welsh in theircommunities and in communities the length and breadth of Wales

• How to promote the value of the Welsh language as a living mediumbeyond the formal learning environment and to develop an eagerness inlearners to participate in Welsh speaking communities

• How to increase awareness of the potential of the Welsh language foraccess to education; employment or career change and socialopportunities

• How to increase awareness of the role of Welsh in sustainabledevelopment, which contributes to sustainable communities

Tutors of Welsh for Adults in the lifelong learningsector in Wales value:

Standard AS 1Learners, their progress and development, theirlearning goals and aspirations and the experiencethey bring to their learning

Standard AS 2Learning, its potential to benefit peopleemotionally, intellectually, socially andeconomically, and its contribution to sustainabledevelopment in a community and global context

Domain A:Professional values and practice


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Element A3.1 WfAAddress particular diversity and inclusion issues relating to Welsh learners


• The range and diversity of learners’ aspirations concerning the use ofWelsh and how to help learners fulfil these aspirations

• The range of personal, social, and economic factors which may affectachievement and how to encourage learners to address these

• The impact and implications of physical disabilities, sensory impairment andmental health issues and strategies for supporting the learning of Welsh

• Current definitions of dyslexia, dyspraxia and other specific learningdifficulties and strategies for supporting the learning of Welsh

• Cultural variation in the learning environment and its implications forteaching and learning

Element A4.1 WfAEngage in professional development relating to international, national and localresearch into second language acquisition


• 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

Element A5.1 WfACollaborate with others to develop learners’ Welsh in a range of contexts


• The importance of collaborating with colleagues locally and nationally tocontribute to the planning, presentation, development, verification andreview of learning programmes

• The importance of collaborating with individuals, local and national groupsand organisations whose work contributes to learners’ progress anddevelopment as Welsh speakers





Standard AS 3Equality, diversity, inclusion and bilingualism in relation to learners, the workforce, and the community

Standard AS 4Reflection and evaluation of their own practice and their continuing professional development as teachers

Standard AS 5Collaboration with other individuals, groups and/ororganisations with a legitimate interest in theprogress and development of learners


Standard AS 6 The application of agreed codes of practice andthe maintenance of a safe environment

Standard AS 7 Improving the quality of their practice


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Element B.2.1 WfAUse learning activities and resources which relate to learners’ life goalsand their existing uses of Welsh and equip learners to use Welsh withinthe desired contexts


• Assist learners in developing their spoken and written Welsh in authenticand relevant contexts

• Use approaches which build on users’ existing uses of Welsh and other languages

• Use approaches which promote autonomy and collaboration in thelearning of Welsh and make curriculum and methodology explicit

• Use approaches which help learners to master and use appropriatelanguage varieties and registers in order to achieve their personalaspirations for their use of Welsh

• Evaluate their own professional practice

Element B2.2 WfAUse approaches to teaching Welsh which take into account the range of learner backgrounds, histories, learning goals and preferences andcognitive styles


• Use a range of strategies to differentiate learning and teaching and makelearning Welsh accessible to learners with a range of skills previousexperiences of language and learning and linguistic backgrounds

• Use a range of methods and techniques to avoid over-dependence ontranslating Welsh to English

• Use a range of approaches and classroom management techniques tobuild on learners’ strengths and shared experiences

• Use approaches which foster collaborative learning


Standard BS 1Maintaining an inclusive, equitable, motivating and,where appropriate, bilingual learning environment

Standard BS 2Applying and developing own professional skills toenable learners to achieve their goals

Domain B:Learning and teaching


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Element B2.3 WfAApply suitable approaches to working with learners affected by dyslexia andother cognitive, physical or sensory abilities or disabilities


• Take account of the impact of different cognitive, physical and sensoryabilities and disabilities on the learning of Welsh

• Use a range of language teaching approaches and multi-sensory activitiesand resources which build on learners’ strengths

• Enable learners to make use of specialist resources and assistivetechnology for language learning where necessary

Element B2.4 WfAUse knowledge of language systems to develop learners’ awareness of howthe Welsh language works


• Use appropriate techniques and terminology to help learners developtheir understanding of how oral and written Welsh works

• Use approaches which help learners recognise the diverse and changingnature of the Welsh language

• Use approaches which enable learners to recognise language varieties indifferent contexts where appropriate

Element B2.5 WfAUse knowledge of language systems to work systematically and holisticallywith learners in developing their use of Welsh


• 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 skillsat text, sentence and word level

• Use approaches which enable learners to understand the importance ofpurpose, audience and social context

• Use approaches which foster creativity and self-expression and enablelearners to use language relevant to context

• Use approaches which enable learners to make informed choices abouttheir own use of Welsh

• Use approaches which enable learners to understand how language userelates to social structures, power and identity




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Element B2.6 WfAEnable learners to develop critical listening and reading skills within authenticcommunicative situations


• Use a range of approaches and resources to help learners develop criticallistening and reading skills in a range of authentic contexts, for differentpurposes and appropriate to their interests, contexts and goals

• Enable learners to improve their ability to understand, interpret andrespond to spoken and written texts

• Enable learners to develop listening and reading strategies which build ontheir existing skills in Welsh and their knowledge of other languages

• Enable learners to deal with linguistic and cultural challenges in order tounderstand and interpret spoken and written texts

• Use a range of approaches to listening and reading

Element B2.7 WfAEnable learners to develop spoken and written Welsh within authenticcommunicative situations


• Use approaches, texts and materials to help learners develop their abilityto communicate effectively with a range of audiences for differentpurposes at text (discourse), sentence and word (lexis) level appropriateto their interests, contexts and goals

• Enable learners to develop strategies which build on their existingknowledge and skills in Welsh and other languages

• Use approaches which enable learners to deal with linguistic, cultural andother challenges to speaking and writing in a variety of contexts

• Use a range of approaches to speaking and writing development

Element B2.8 WfATake advantage of initial training and professional development opportunitiesto develop their own skills


• Attend professional development in accordance with the local Welsh forAdults Centre’s training and development plan



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Element B3.1 WfAUnderstand Welsh as both a learning goal and a medium of learning


• Use Welsh as a teaching medium at an appropriate level for the linguisticattainment of the class

• Communicate clearly and effectively

• Use appropriate terminology with learners

• Help learners to use appropriate terminology

Element B3.2 WfAFacilitate learner-teacher and learner-learner interaction to support learning of Welsh


• Demonstrate awareness of the place of interaction in languagedevelopment

• Ensure that the spoken and written language they use is accessible to learners


Element B5.1 WfAUse specialist knowledge and awareness of learner needs and goals to select,develop and use appropriate resources for learners of Welsh, including ICTwhere appropriate


• Design, adapt or select resources from an appropriate range that developconceptual understanding and enable practice of Welsh

• Use ICT to create resources for Welsh learning, recognising the issuesrelated 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 asappropriate for particular groups or individuals, for example, bysimplification, 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 learningoutcomes and promote engagement of Welsh learners with tasks and activities


Standard BS 3Communicating effectively and appropriately with learners to enhance learning

Standard BS 4Collaboration with colleagues to support theneeds of learners

Standard BS 5Using a range of learning resources to support learners


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Element C1.1 WfAAnalyse learners’ uses of language and literacy


• Learners’ expectations about uses of spoken and written language varyaccording to social, cultural, and historical factors

• How the context in which language is used affects the choices made bythe speaker/writer and the expectations of the listener/reader

• Learners aspire to use a range of language and literacy practices

Element C1.2 WfAUnderstand the relationship between language and social, cultural, politicaland religious identity


• The close relationship between individuals, or groups, and the forms oflanguage 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 arange of social and cultural factors

Element C1.3 WfAUnderstand the role language plays in the formation, maintenance andtransformation of power relations


• Current hierarchies and inequalities in language and literacy use and theirrole in reflecting and maintaining existing social relations

• The historical background of the Welsh language and the changing natureof hierarchies in the use of language and literacy and the potential forchange by all language users


Standard CS 1Understanding and keeping up to date with current knowledge in respect of ownspecialist area



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Element C1.4 WfAUnderstand how language varies and changes and how this influenceslanguage and literacy use


• Languages are dynamic and constantly evolving and how Welsh haschanged and continues to change

• There are many varieties and dialects of Welsh and these have spokenand written forms

• The status of Welsh, the impact of the Welsh language on communitiesand the growing use of Welsh in education, technology, media, commerceand other fields

• The changing nature of literacy and texts, including the move from pageto screen and the development of multimedia texts

Element C1.5 WfAUnderstand the social, cognitive and affective factors which may influencelanguage learning


• How social, cultural, economic, linguistic and personal factors influencethe 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 howto address these in teaching

• How to enhance creativity, pleasure, autonomy and empowermentthrough the acquisition of Welsh as an additional language

Element C1.6 WfAUnderstand the different ways in which language can be described and analysed


• 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 andsimilarity to other languages


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Element C1.7 WfAAnalyse communication at discourse/text level


• 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 importancevaries 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 conventionsappropriate to genre and context

• How to enable learners to recognise and use the organisational,grammatical, lexical and phonological or punctuation features which makediscourse effective

• How to enable learners to use interpersonal and non-linguistic features inspoken discourse

• How to use written and spoken texts which have relevance to learners

Element C1.8 WfAAnalyse communication at sentence and phrase level


• Principles, rules and conventions relating to the syntax of Welsh

• Different ways of describing grammar, for example, prescriptive ordescriptive grammar.

• Grammatical features of spoken language

• Grammatical features of written language, including sentence types, clause and phrase types, tenses, mutations, punctuation, use of accentsand others

• How to compare written and spoken forms

• How to raise learners’ awareness that concepts and grammatical formscannot be directly translated from one language to another


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Element C1.9 WfAAnalyse communication at word level


• The principle theories regarding the study of semantics and lexis and their implications for learning Welsh, including retention and recall ofvocabulary 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 andgrammatical 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 WfAAnalyse the phonological features of language


• 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 allaspects of Welsh pronunciation

Element C1.11 WfAKnow current theories and principles relating to language acquisition and bilingualism


• Theories and principles of second language acquisition

• Theories and principles of bilingualism and multilingualism

• Theories and principles of child language acquisition and development andhow these must be adjusted for use with adults

• Relationships between theories and principles of language acquisition andbilingualism and classroom practice




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Element C1.12 WfAUnderstand the interdependence of the four skills of listening, reading,speaking and writing


• There are different theoretical models of reading, writing, speaking andlistening which underpin different teaching and learning approaches

• The multimodal nature of new media

• How the introduction of new media has influenced the processes ofreading and writing and speaking and listening

Element C1.13 WfAUnderstand the implications of the interdependence of the four skills forplanning, teaching and assessment


• How to apply their understanding of the interdependence of the fourskills 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 WfAAnalyse the processes involved in the four skills


• 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 andproducing 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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Element C1.15 WfAKnow a range of learning and teaching approaches related to the four skills


• 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 writingto plan programmes which consider process as well as product

• How to use knowledge about processes related to speaking and writingto develop learners’ fluency and accuracy

Element C2.1 WfAUnderstand perceptions of the Welsh language and consider their impact onlearner motivation


• The range of motivations for learning Welsh and the relationship to widernational and international views of language

Element C2.2 WfADemonstrate specialist knowledge of strategies that engage and enthuse Welsh learners


• How to build confidence in Welsh learners, for example, valuing priorlearning and experience, breaking down tasks into appropriate steps inorder to create opportunities for success

• The effects of teacher confidence, enthusiasm and specialist knowledgein 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 supportiverelationships within the group


See Element A4.1 WfA

Standard CS 2 Enthusing and motivating learners in own specialist area

Standard CS 3 Fulfilling the statutory responsibilities associatedwith own specialist area of teaching

Standard CS 4 Developing good practice in teaching own specialist area


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Standard DS 1Planning to promote equality, support diversity andto meet the aims and learning needs of learners

Standard DS 2Learner participation in the planning of learning

Standard DS 3Evaluation of own effectiveness in planning learning



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Element E1.1 WfAApply specialist principles and approaches to assessment for language learning


• 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 lifelanguage use

• How to operate the continuous assessment plan approved by the localWelsh for Adults Centre

• How to prepare learners for national Welsh for Adults examinations

Element E2.1 WfAAssess the work of learners of Welsh in an equitable and inclusive manner


• Demonstrate awareness of the range of learners’ linguistic and culturalbackgrounds 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 ordisabilities and the implications of this for equitable and inclusive assessment

Element E3.1 WfA Facilitate learner involvement and shared responsibility in the assessment of Welsh learning


• 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 oflanguage learning

Element E4.1 WfAApply specialist knowledge in dialogue with learners as part of assessment


• Know and understand the importance of using appropriate spoken andwritten language in giving feedback to learners of Welsh





Standard ES 1Designing and using assessment as a tool forlearning and progression

Standard ES 2Assessing the work of learners in a fair andequitable manner

Standard ES 3Learner involvement and shared responsibility in the assessment process

Standard ES 4Using feedback as a tool for learning and progression

Standard ES 5Working within the systems and qualityrequirements of the organisation in relation toassessment and monitoring of learner progress



27

Element F1.1 WfARefer Welsh learners to additional learning and progression opportunities


• Identify sources of information, advice and guidance relating to Welsh forAdults and refer learners to them

• Identify national, regional and local opportunities for additional learning andrefer learners to them

• Identify and refer learners to varied resources, including ICT, which willprovide additional learning opportunities.

• Promote the services available to learners within the organisation andextra-curricular

• Encourage learners to take advantage of a range learning opportunitiesoutside the formal learning environment, including home self study

• Encourage learners to take every opportunity to speak Welsh both insideand outside the formal learning environment

• Encourage learners to take responsibility for their own learning



Element F4.1 WfACo-operate with a variety of agencies to support opportunities for learnerdevelopment and progression


• Encourage learners to take advantage of opportunities provided by otherorganisations for both formal and informal learning, including socialactivities and residential and Saturday schools




Standard FS 1 Encouraging learners to seek initial and furtherlearning opportunities and to use services within the organisation

Standard FS 2 Providing support for learners within the boundaries of the teacher role

Standard FS 3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area

Standard FS 4A multi-agency approach to supportingdevelopment and progression opportunities for learners


Part of the Skills for Business network of25 employer-led Sector Skills Councils


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/08/

2740A glossary of terms used within this document and other Wales publicationscan be found on the LLUK website at www.lluk.org/2819.htm


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Ref: S&Q/W/03 2008/03

application of the professional standards for tutors of welsh for adults

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