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VU21454 Plan language learning with support

Unit Code

VU21454

Unit Title

Plan language learning with support

Unit Descriptor

This unit describes the skills and knowledge required by adult


learners of English as an additional language to identify
current language learning skills and plan future language skills
development with an appropriate support person.
The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency
Ratings) descriptors for Speaking and Listening. They
contribute to the achievement of Speaking 1+ and Listening
1+,
and
the Australian Core Skills Framework (ACSF). They
contribute directly to the achievement of ACSF indicators of
competence for Learning and Oral Communication at Level
1.

Employability Skills

This unit contains employability skills.

Application of the Unit

This unit applies to learners wishing to develop language


learning skills and strategies to use in a formal learning
environment and to become an effective independent
language learner.

Element

Performance Criteria

Elements describe the


essential outcomes of a unit
of competency. Elements
describe actions or outcomes
that are demonstrable and
assessable.

Performance criteria describe the required performance needed to


demonstrate achievement of the element they identify the standard
for the element. Where bold/italicised text is used, further
information or explanation is detailed in the required skills and
knowledge and/or the range statement. Assessment of performance
is to be consistent with the evidence guide.

1 Outline personal
language learning
needs

1.1 Review own language learning with support person


1.2 Identify language learning preferences
1.3 Identify language learning needs

2 Develop a language
learning plan

2.1 Discuss the purpose of a language learning plan


2.2 Select language learning plan format
2.3 Plan review process

3 Monitor and update the

VU21454 Plan language learning with support

Language learning plan

3.1

Review language learning according to plan

3.2

Discuss language learning progress with support


person / s

3.3

Use learning plan to assist planning for next steps in


language learning

Required Knowledge and Skills


This describes the essential skills and knowledge and their level required for this unit.

Required Linguistic knowledge and skills:


a limited number of words, phrases and expressions to discuss immediate language
learning needs and preferences which include some simple linguistic terms
simple everyday adjectives, adverbial expressions
simple past and present, future forms to talk about language learning plan e.g. I am going
to make a vocabulary book
a limited range of common high frequency simple imperative forms related to the learning
environment e.g. practise pronunciation every day
simple question forms to discuss language learning
limited range of simple connectives to talk about language learning, e.g. and, but,
because
simple modals e.g. must, have to
simple paralinguistic features to interpret and convey meaning and acknowledge
understanding in communicating language learning needs
Required Sociolinguistic and cultural knowledge and skills:
common polite expressions used in discussions with support persons e.g. Thank you for
your help, Could you help me?

Range Statement
The Range Statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold / italicised wording in the
Performance Criteria is detailed below.

Review may include:

listing previous language learning

noting successful strategies


noting barriers to previous learning
identifying future language learning priorities
discussing pathway options e.g. future training and
relevant language learning
review of general skills

discussion in first or other language


units already achieved

preferred electives
Support person may include:

EAL teacher

family member
peer
volunteer tutor
bilingual support person
course coordinator
placement officer
Language learning preferences
may include:

matching language learning to own learning


preference e.g. practical application, field trips,
projects, text based
focus on specific skills e.g. emphasis on speaking
and listening
language learning for specific course or employment
objective
self study options e.g. accessing learning resources
to use at home
working with a mentor
modelling
choosing own topic areas

Needs may include:

developing specific skills e.g. pronunciation, literacy


skills
developing digital technology skills to access
language learning options

developing confidence
developing English language skills for specific
purpose e.g.
further study in specific field
employment e.g. customer service
community involvement e.g. volunteering

Purpose may include:

assisting learner and course provider to plan relevant

/ focussed language learning


a method of managing learning
a means of meeting learner needs
a tool to monitor progress

to trial new approaches / strategies


to assist participants to become independent learners
to identify short and long term objectives
Language learning plan format
may include:

form / checklist
online
weekly journal
interview format
class discussion
paired activity
a weekly / daily plan of activities / language learning
strategies

Review process may include:

identification of additional support persons to be


involved e.g. interpreters, peers, EAL teachers and
coordinators

agreed measures of progress e.g.


weekly / daily tasks
tests
interviews
responses to new language learning strategies used
self assessment e.g. simple score out of 10 for progress
in a specific skill
documentation e.g. photos, vocabulary lists
progress in reading targets e.g. 5 simplified novels
progress towards achievement of units enrolled in

Language learning
progress
may include:

review of completed tasks and feedback


peer feedback
feedback on progress towards achievement of unit
requirements
review of specific skills
identification of successful strategies
identification barriers to learning

identification of
Planning for next steps may
include:

new learning preferences and strategies

seeking guidance on course selection


accessing information on study options with support

developing revised or new learning plan


field trips / excursions to see other learning options
observation of classes
listening to guest speakers
modification of language learning options e.g.
repeating units not achieved

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the
Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the
Assessment section in Section B of the Accreditation Submission.

Critical aspects for


assessment and evidence
required to demonstrate
competency in this unit

Assessment must confirm the ability to:


work with a support person and use familiar
conventions and linguistic knowledge to:
review own language learning and identify language
learning needs
to discuss the development and monitoring of a
language learning plan

Context of and specific


resources for assessment

Assessment must ensure:


support for the learner takes into consideration the
following:
need for support in discussion e.g. repetition,
restatement and gestures
need for access to bilingual support e.g. participants
may need to explanations and discussion in own
language

Method(s) of assessment

The following assessment methods are suitable for this


unit:
discussion of language learning needs
documents kept by the learner e.g. learning
journal, word lists
third party reports from other teachers or
support workers detailing language usage
additional verbal questioning to confirm linguistic,
sociolinguistic and cultural knowledge used in
simple communication about language learning