PTLLS Mapping to the CertTESOL

7/28/2019 PTLLS Mapping to the CertTESOL

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Trinity Level 5 Diploma in Teaching in the Lifelong LearningSector (English ESOL)

Mapping the CertTESOL to specified units of the PTLLS

The Trinity College London CertTESOL maps to the following unit

assessment criteria of the Trinity Diploma in Teaching in the LifelongLearning Sector (English ESOL). Where a criterion is not met or onlypartially met during the CertTESOL, additional input and assessment will berequired in part two.

a) PTLLS

Level 4 Unit: Preparing to Teach in the Lifelong Learning Sector

PTLLS AssessmentCriteria

CertTESOL VRsReference

How CertTESOL meets the criteria

Section A:1.3 Evaluate own role and

responsibilities in lifelonglearning1.4 Review own role andresponsibilities inidentifying and meeting theneeds of learners

Section GUnit 1: Teaching Skills,

pp. 19-22

Also notes onprofessional awarenessand development, pp.32-33

All unit 1 objectives, demonstrated skills,topic areas and assessment of practical

teaching skills serve this purpose,including guided observation, teachingpractice, tutor feedback and teachingpractice journals.

In addition, teachers should review theirroles and role boundaries within thelifelong learning sector

Section A:1.1 Summarise keyaspects of legislation,regulatory requirementsand codes of practice

relating to own role andresponsibilities

Section GSupplementary Notes onProfessional Awarenessand Development, pp.32-33

Trainees need to develop awareness of theprincipal sectors of employment in theESOL field and the most common andreliable means of obtaining information onemployment and employers.

However, key aspects of legislative

requirements and codes of practice for thelifelong learning sector will not(necessarily) be covered specifically on theCertTESOL and further assessment isrequired on this area

Section A:2.1 Analyse theboundaries between theteaching role and otherprofessional roles2.2 Review points ofreferral to meet the needs

of learners2.3 Evaluate ownresponsibilities in relationto other professionals

Section GUnit 1: Teaching Skills,p. 19

Unit 3: Learner Profile,pp. 26-27

Trainees must cater for learner needs with reference to lesson planning, remedialactivity and error analysis.

However, points of referral available in thelifelong learning sector will not be coveredon the CertTESOL and need further review.

Section A:1.2 Analyse ownresponsibilities forpromoting equality and


a) identification of the needs of differenttypes of learners in monolingual andmultilingual groups, with respect to theprinciples of differentiated learning.b) identification and development of the

Trinity Level 5 PTLLS CertTESOL Mapping 1


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valuing diversity3.1 Explain how toestablish and maintain asafe and supportivelearning environment3.2 Explain how to

promote appropriatebehaviour and respect forothersSection B1:3.1 Explain how to engageand motivate learners in aninclusive learningenvironment


learning styles and motivation of learners,and how to establish and maintain rapport

Profiling an individual learner with regardto his/her cultural and social background,mother tongue, previous language learningexperience, current and future English useand reasons for learning English.

However, how to provide a safe andsupported environment for leaners isnot covered specifically and requiresadditional assessment.

Section B1:1.1 Analyse learning andteaching strategies used in

own specialism1.2 Evaluate theeffectiveness ofapproaches to learningand teaching in ownspecialist area in meetingneeds of learners


All demonstrated skills and topic areas inthis unit are relevant, including the abilityto understand and adopt different teachingmethods and styles, the ability to balancethe requirements of accuracy and fluencyas aims in teaching and the ability tobalance teacher-teacher and learner-learner participation.

Section B1:2.4 Review how to provideopportunities for learnersto practice their literacy,

language, numeracy andICT skills

Section GUnit 1: Teaching Skills,pp. 19-21

Demonstrated skills all contribute to thisaim, in particular the use of languagegames, role-play, songs and drama toachieve learning aims and the tutor andself-evaluation assessments, particularlyon the achievement or non-achievement ofaims or learning outcomes.

However, the embedding of ICT andnumeracy skills is not covered specificallyand requires additional assessment.

Section B1:1.3 Evaluate aspects ofinclusive learning2.1 Analyse inclusiveapproaches to learningand teaching

Section GUnit 1: Teaching Skills,pp. 19-21

Demonstrated skills must include theidentification of needs for differentlearners, the preparation of appropriateaims and the ability to adopt differentteaching methods and styles for differentgroups. Teaching practice feedback andself-assessment (pp. 20-21) focusspecifically on an evaluation of theeffectiveness of these approaches.

Section B1:2.2 Analyse how to selectresources to meet theneeds of learnersSection B2:1.1 Plan a session forlearning and teaching thatmeets the needs oflearners

Section GUnit 3: Learner Profile,pp. 26-27

As part of this profile assignment, traineesmust draw up a simple linguistic profileand needs analysis and plan and teach oneor more lessons that aim to build on one ormore of the identified areas of weakness.



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Section B2:1.2 Justify the selection ofapproaches to meet theneeds of learners

Section GUnit 3: Learner Profile,pp. 26-27

Trainees have to provide an evaluation ofthe lesson(s) they have taught to theirprofilee, and use this information to drawup recommendations for the learnersfuture language development over afurther 10-20 hours language learning.

Section B2:2.2 Demonstrate the use ofappropriate resources tosupport inclusive learningand teaching

Section GUnit 4: MaterialsAssignment, pp. 28-29

Trainees must plan , produce and usematerials and accompanying tasks, providea rationale for their use, evaluate theireffectiveness and propose adaptations.

Section B1:3.2 Explain how toestablish ground rules withlearners to promoterespect for others


Trainees must manage their learnersbehaviour to encourage confidence,creativity and cooperation with otherlearners.

Section B2:2.1 Demonstrate inclusivelearning and teachingapproaches to engage andmotivate learners


Trainees must be able to identify anddevelop the learning styles and motivationof learners, and be able to establish andmaintain rapport

Section B1:3.3 Review ways to giveconstructive feedback tomotivate learners

Section GUnit 1: Teaching Skills,p. 19-20

Trainees must demonstrate how they willdeal with learner errors and also useteaching aids such as the whiteboard oroverhead projector to give feedback.Feedback techniques are also

demonstrated as part of the assessment ofpractical teaching skills.

Section B2:2.3 Use assessmentmethods to supportlearning and teaching2.5 Provide constructivefeedback to learners

Section GUnit 1: Teaching Skills,p. 20-21

As part of the written and oral evaluationof the practical teaching component,trainees must comment on thedevelopment of their classroommanagement skills, including appropriatemethods of giving feedback.

Section B2:2.4 Communicate with

learners to meet theirneeds and aid theirunderstanding

Section GUnit 1: Teaching Skills,pp. 19 21

Trainees must demonstrate the ability tobalance teacher-learner participation,learner-learner participation and to give

clear instructions.

Section B2:3.1 Review ownapproaches to deliveringinclusive learning andteaching

Section GUnit 1: Teaching Skills,pp. 20 -21

Trainees reflect on and evaluate their ownteaching in both oral and written self-evaluations. This is a key assessmentprocedure for this programme.



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3.2 Analyse how owninclusive learning andteaching practice can beimproved to meet theneeds of learners

Section D:1.1 Analyse how types ofassessment are used inlifelong learning1.2 Analyse howassessment methods areused in lifelong learning1.3 Evaluate strengths andlimitations of assessmentmethods to meet individuallearner needs

Section GUnit 1: teaching Skills, p.22

Trainees are made aware of the mainforms of test most useful in assessinglearners performance in English.

Section B1:2.3 Explain how to createassessment opportunitiesthat meet the needs oflearnersSection D:2.1 Evaluate how toinvolve the learner in theassessment process2.2 Analyse the role ofpeer and self-assessmentin the assessment process



Sensitization to different assessmentprocedures

Trainees must draw up a simple linguisticprofile and needs analysis for one learner,and use this as the basis for preparingbroad recommendations and one or more

taught lessons duly considering the rolepeer and self-assessment.

Section D:3.1 Explain the need tokeep records ofassessment of learning3.2 Summarise therequirements for keepingrecords of assessment inan organisation

Unit 3: Learner Profile,pp. 26 - 27

The profile assignment requires trainees tokeep comprehensive notes on the learnerssocial and cultural background, providetranscriptions of learner language, givesample tasks for the diagnosticassessment of the four skills and providean evaluation of the learners currentlinguistic proficiency.

In view of the above, we propose that the award of the CertTESOL covers

the majority of the learning outcomes for the PTLLS. Further review ofcriteria 1.1, 1.2 and 1.3 is required. Content and assessment for thesecriteria is therefore required prior to candidates completing part two of theDTLLS. This is not required for already possessing a PGCE, Cert Ed, stage 3qualification or equivalent who can pass directly to part two of theprogramme.b) Additional Diploma in Teaching English (ESOL) in the Lifelong LearningSector Modules



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Level 4 Unit: Literacy, ESOL and the Learners

Unit Assessment Criteria CertTESOL VRsReference

How CertTESOL does/does not meetthe criteria

1.1 Analyse Standard Englishand other varieties of

English in both spokenand written forms withreference to specificfeatures such asphonology, grammar andlexis

Section G

Unit 2: LanguageAwareness. P. 22 - 26

Partially covered.

p.23: trainees must be able to demonstratea recognition of current written andspoken usage and be able to describethese in terms of language skills and sub-skills. An awareness of typical differencesbetween British Standard English and othervarieties of English and of the nature ofEnglish as a global language is alsorequired.

However, trainees are not expected toevidence this awareness in the languageawareness assignment(s) and so we willrequire further work on this area in theADTLLS (part two of the qualification).

1.2 Discuss the ways inwhich language andliteracy use can varyaccording to context

Section G

Unit 2: LanguageAwareness.p. 22 - 26

Partially covered.

p.23. Trainees must demonstrate aknowledge of register, including theprincipal grammatical and lexicaldifferences between spoken and writtenlanguage and the principal features offormal and informal spoken language. Also

p.24: trainees will be able to deal with thebasic grammatical features of register andgenre in written English.

However, variations in literacy use are notspecifically covered on the CertTESOL andthis therefore needs to be covered fully in

part two.

1.3 Use key grammatical,lexical and phonologicalterms appropriately

Section G

Unit 2: LanguageAwareness,p.22 26

Fully Covered.

p. 22-26 gives a complete breakdown ofthe linguistic terminology that trainees areexpected to use appropriately in theirlanguage awareness assignment(s) andalso in all other course units.

2.1 Discuss how languageand literacy are acquired andlearnt

Section G

Unit 1: Teaching Skillsp. 19

Unit 2: LanguageAwareness, p. 23.

Partially covered.

p. 19: all courses must include anoverview of basic TESOL methodologies in

relation to the principal theories oflanguage learning and acquisition.

However, we require further coverage oflanguage acquisition theories in relation toboth language and literacy.

2.2 Analyse the personal,social and cultural factorsinfluencing literacy and ESOL

Section G

Unit 1: Teaching Skills,

Partially covered.

p.19 : identification and development of



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learners literacy andlanguage use

p. 19

Unit 3: Learner Profile,pp. 26 27

the learning styles and motivation oflearnersp.26: in their individual learner profiles,trainees must produce a description of thelearners cultural and social background.

However, the influence of such factors onliteracy per se is not covered and further

assessment of these areas is required inpart two.

2.3 Discuss the impact of arange of learning difficultiesand disabilities on languageand literacy teaching andlearning

Not covered specifically.

3.1 Discuss reasons forlanguage change in bothspoken and written English

Section G

Unit 2: Languageawareness. P. 23

Partially covered.

p. 23 trainees must demonstrate anawareness of varieties of English and ofthe nature of English as a global language

and will naturally discuss language changein this context. However, they are notrequired to show evidence of thisawareness in assignments or teachingpractice and therefore further work on thisarea is required in part two.

3.2 Identify and analysechanges in the use of spokenlanguage at discourse,phrase and word level

Not covered specifically

3.3 identify and analysechanges in the use of written

language at text, sentenceand word level


3.4 Use key grammatical,lexical and phonologicalterms appropriately indescribing language change

Section G

Unit 2: Languageawarenessp. 22 - 26

Partially covered

Trainees are expected to use keyterminology appropriately and will be ableto apply this knowledge to the discussionof language change, although as this areais not covered in depth on the CertTESOLprogramme additional work on this area isrequired in part two.

4.1 Analyse how language isused in the formation,

maintenance andtransformation of social,cultural, political andreligious identities andrelationships


4.2 Analyse how language isused at text/discourse,sentence/phrase and wordlevel in the formation,




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maintenance andtransformation of powerrelations

Level 5 Unit: ESOL Learning and Teaching



1.1 Use own specialistknowledge of languageto plan teaching andlearning for ESOLlearners

Section G

Unit 1: pp. 19-22Unit 2: pp. 22 26Unit 3: pp. 26-27

Fully covered.

In units 1-3, trainees are specifically askedto apply their specialist knowledge oflanguage in order to meet the assessments

1.2 Use specialist criteriaand appropriateresources to planteaching and learning forESOL learners

Section G

Unit 1: pp. 19-22

Unit 4, pp. 28-31

Partially covered.

Trainees are required to plan programmesusing contemporary TESOL approaches,methodologies and management skills,

and use materials and teaching aids withtechnical competence, imagination andawareness of how they meet learningrequirements. (p. 19)

However, appropriate resources andcriteria specific to a UK ESOL context arenot (necessarily) covered, so furtherassessment of this area is required in parttwo.

1.3 Use understanding of theaims and needs ofindividual learners toplan ESOL teaching and

learning

Section G

Unit 1, pp. 19-22

Unit 3, pp. 26-27

Fully covered

p. 19: demonstrated skills include theability to understand an adopt different

teaching methods and styles for differentlearner groups and individuals, withrespect to the principles of differentiatedlearning.

pp 26-27: the unit 3 Learner Profilespecifically focuses on planning based onthe needs and aims of an individuallearner.

2.1 Select, adapt and developeffective language andliteracy approaches, activitiesand resources to meetindividual ESOL learnersneeds

Section G

Unit 1, pp. 19-22

Unit 3, pp. 26-27

Unit 4, pp. 28-31

Partially covered.

p. 19: learning outcomes focus on theability to put contemporary TESOLapproaches, methodologies andmanagement skills into practice, theability to adapt and use print materialseffectively, and the use of authentic andself-generated materials as aids tolearning.

pp. 26-27. For the Learner Profile, traineesare required to select, adapt and developsuitable approaches, activities andresources for ONE individual learner.

pp. 28-31.. For the materials assignment,



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trainees must produce, use and evaluateclassroom teaching materials/tasks andpropose adaptations to them.

However, there will be additional resourcesthat trainees will be required to use oradapt within the context of UK ESOL andthese will need a focus in part two.

3.1 Use appropriateapproaches with ESOLlearners to develop theirawareness of how languageworks

Section G

Unit 1: Teaching Skills,pp. 19 - 22

Unit 2: Languageawareness, pp. 22 - 26

Fully covered.

The outcomes for Unit 2 of the CertTESOLmust be fully integrated with the other fourcomponents, and in particular unit 1(Teaching Skills). Trainees are expected todemonstrate an understanding of theprincipal concepts and terminology of boththe linguistic and phonological structure ofEnglish, and furthermore assess theirlearners competence in these areas anddevelop their learners skills in theseareas (p. 23).

3.2 Use appropriateapproaches to learning andteaching listening andspeaking skills for ESOLlearners

Section G

Unit 1: Teaching Skills,pp. 19 22

Unit 4: Materialsassignment, pp. 28-31

Fully covered

All courses must include strategies forplanning a sequence of lessons tointegrate the four skills of listening,speaking, reading and writing and theirsub-skills.

For unit 4 (see p. 28) trainees must plan,produce, evaluate and suggest adaptationsfor one piece of material with a skills focus.

3.3 Use appropriateapproaches to learning andteaching reading skills forESOL learners

See 3.2 above Fully covered see 3.2 above

3.4 Use appropriateapproaches to learning andteaching writing skills forESOL learners

See 3.2 above Fully covered see 3.2 above

4.1 Use specialist knowledgeto collaborate with otherprofessionals in developinginclusive approaches tolanguage and literacy


5.1 Select and use specialistapproaches and tools toconduct language andliteracy assessments fairlyand equitably

Section G

Unit 1: Teaching Skills.pp. 19 22

Unit 3: learner Profile,pp. 26-27

Partially covered

p. 22: trainees must be made aware of themain forms of test most useful in assessingstudents performance in English .

For the Learner Profile, trainees must drawup a linguistic profile/needs analysis forone individual based on a face-to-faceinterview and sample of their written work.



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There is some assessment here of thecandidates literacy use, but this requiresfurther attention in part two. In addition,trainees are unlikely to be exposed to orrequired to conduct typical initial,diagnostic, formative or summativeassessments in a UK ESOL context, sothese areas will need to be addressed

comprehensively.

5.2 Involve ESOL learners inthe processes of assessment

Section G

Unit 3: Learner profile,pp. 26-27

Partially covered

In carrying out their learner profiles,trainees will actively involve their learnerin the processes of assessment and needsanalysis, but in part two they will need tofocus on a much wider range ofassessments, and consider (among otherareas) how beneficial backwash can be

achieved.

5.3 Record relevant specialistassessment informationeffectively to inform teachingand learning

Section G


Partially covered

As part of their learner profiles, traineeshave to record in detail the informationthey have gathered on an individuallearner. In part two they will need to recordinformation fro a much wider range ofassessments.

6.1 Use critical reflection andfeedback from others toevaluate and improve ownlanguage and literacypractice

Section G

Unit 1: Teaching skills,pp. 19 - 22

Partially covered

Tutors provide both oral and writtenfeedback for the six hours of observed,assessed teaching practice, and this iscomplemented by the trainees own self-evaluation. Peer feedback in alsoexpected. However, we require furtherfeedback and critical reflection in part two.

6.2 Plan and take upopportunities to improve ownknowledge andunderstanding aboutintegrating theory intopractice

Section G

Unit 1: Teaching skills,pp. 19-22

Unit 5: UnknownLanguage, pp. 31-32

Fully covered

p. 19: trainees must demonstrate anunderstanding of, and ability to put intopractice, contemporary TESOL approaches,methodologies and management skills

also p. 31: trainees must demonstrate an

ability to identify the aims and objectivesof the lesson and identify the ways inwhich these were or were not achievedthrough the methodology, materials andclass management techniques employed..

Level 5 Unit: ESOL Theories and Frameworks

Unit Assessment Criteria CertTESOL VRs How CertTESOL does/does not meet



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Reference the criteria

1.1 Review theories of firstlanguage acquisition andsecond languageacquisition and learning

Section G


Partially covered

p. 19: all courses must include anoverview of basic TESOL methodologies inrelation to the principal theories oflanguage learning and acquisition .

However, we require a further focus in parttwo, to encompass first languageacquisition theories as well.

1.2 Review languageteaching approachesassociated with theoriesof first languageacquisition and secondlanguage acquisition and

learning

Section G


Partially covered

p. 19, as for outcome 1.1 above. Coursesmust also include a focus on therelationship between methodology andapproach. More coverage required in part

two.

2.1 Analyse theories ofliteracy learning anddevelopment


2.2 Analyse literacy teachingapproaches associatedwith theories of literacylearning anddevelopment


1.1 Analyse the range ofways in whichlanguage can bedescribed, includingsignificantdifferences betweenthe description andconventions ofEnglish and otherlanguages

Section G

Unit 2: languageawareness, pp. 22 26

Unit 5: Unknownlanguage, pp. 31 - 32

Fully Covered

p. 22; trainees must demonstrate anunderstanding of the relationshipsbetween linguistic form, function andmeaning, an understanding of theprincipal concepts and terminology fordescribing the structure and use fo Englishand the ability to describe these in termsof language skills and sub-skills.

p. 31: following the experience of tuition inan unknown language, trainees mustdemonstrate an awareness of a few of themain elementary contrastive features ofthe taught language and of English

1.2 Recognise a rangeof descriptive andprescriptiveapproaches tolanguage analysis

Section G

Unit 2: languageawareness, pp. 22-26

Fully covered

p. 23, section A, point 2. Trainees mustdemonstrate an understanding of differentapproaches to grammar (e.g. prescriptive,descriptive).

1.3 Analyse spoken and Section G Fully covered



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written English atdiscourse and textlevel


p. 23: trainees must demonstrate anunderstanding of the principalgrammatical and lexical differences spokenand written language and a recognition ofcurrent written and spoken usage.

p.24: in addition trainees must be able to

deal with the structure of connected textin the classroom, including phrase, caluseand sentence types, grammatical featuresof register and genre, and main features oftextual cohesion.

1.4 Analyse spoken andwritten English atphrase and sentencelevel

Section G


Fully covered

See references in section 3.3. above.

1.5 Analyse spoken andwritten English atword level

Section G


Fully covered

As in section 3.3 above, also (p. 24)trainees must demonstrate an

understanding of form and function atlexical level word formation, affixation,multi-word verbs, lexical relationships,lexical sets, main features of formal andinformal register.

1.6 Analyse thephonologicalfeatures of spokenEnglish, withreference to thecommunicationneeds of ESOLlearners

Section G


Fully covered

pp. 24 26 (section B) provides full detailsof the areas of phonology on whichlearning outcomes are based, including anunderstanding of phonemic and connectedspeech features and of pronunciationteaching techniques, activities and sourcesof learner error.

1.7 Use keygrammatical, lexicaland phonologicalterms appropriately

Section G


Fully covered

Trainees must demonstrate anunderstanding of the principal conceptsand terminology for describing thestructure and use of English (p. 22)

4.1 Analyse the processesinvolved in listening andspeaking for ESOL learners

Section G


Partially covered

p. 19: trainees will need to developstrategies for planning a series of lessonsto integrate the four skills of listening,speaking, reading and writing and theirsub-skills. As part of this, they will need to

analyse some fo the processes involved,but further work is required on this area inpart two.

4.2 Analyse the processesinvolved in reading andwriting for ESOL learners

Section G


Partially covered

See section 4.1 above.



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4.3 Discuss the mutualdependence of reading,listening, writing andspeaking in language andliteracy development

Section G


Partially covered

See section 4.1 above. Trainees will needto show understanding of how the fourskills are and can be integrated, butfurther work on this is required in part two.

b) Part Three Module

Level 4 Unit: Planning and Assessing for Inclusive Practice (ESOL)



1.1 Establish and maintainan inclusive learningenvironment

Section G


Supplementary notes onprofessional Awarenessand Development, pp. 32-33

Partially covered

p. 19: demonstrated teaching skills include the ability to understand and adoptdifferent teaching methods and styles fordifferent learner groups and individuals,with respect to the principles ofdifferentiated learning

p. 33: trainee must show a willingness torespect learners contributions to theteaching-learning environment.

However, further input on ways ofestablishing and maintaining an inclusive,differentiated learning environment isrequired in part two.

1.2 Evaluate ways ofplanning, negotiatingand recordingappropriate individuallearning goals withlearners

Section G

Unit 3: Learner Profile,pp. 26 - 27

Partially covered

p. 26: the three principal learningoutcomes for this assignment cover theplanning, negotiating and recording ofappropriate learning goals.

However, trainees will need practice in awider range of ways of setting individuallearning goals and will therefore need tocover this outcome in more detail in parttwo.

1.3 Justify and use inclusiveteaching strategies forthe improvement andsuccess of learners

Section G


Partially covered

See notes on section 1.1 above. Furtherinput and assessment of this area isrequired in part two.



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2.1 Analyse the applicationof theories and principlesof assessment in relationto inclusive practice inown specialist area

Section G


Partially covered

p. 19; trainees must demonstrateawareness of the main forms of test mostuseful in assessing students performancein English and the need to identify thespecific language items and skills (to be)assessed.

However, trainees are not assessed on thisarea in part one and therefore we requirefurther input and assessment of this areain part two.

2.2 Analyse the role ofassessment in evaluatinglearner achievement


3.1 Justify and use inclusiveapproaches in givingverbal and writtenfeedback to learners

Section G


Partially covered

p. 19: the ability to understand and adoptdifferent teaching methods and styles fordifferent learner groups and individuals.

However, further input on and assessmentof a range of feedback options is requiredin part two.

3.2 Evaluate opportunitiesfor learners to providefeedback to inform ownpractice


4.1 Review a range oflearning and teachingresources, including newand emergingtechnologies, discussingtheir effectiveness inmeeting individuallearning needs

Section G

Unit 4: Materialsassignment, pp. 28 - 31

Fully covered

For the materials assignment, traineeshave to evaluate the effectiveness ofclassroom materials and accompanyingtasks, provide a rationale for their choiceand development and propose adaptations(p. 28).

4.2 Demonstrate howresources can be used topromote equality,

support diversity andcontribute to effectivelearning

Section G

Unit 4: Materials

assignment, pp. 28-31

Partially covered

p. 28: trainees must demonstrate how their

materials have contributed to effectivelearning, but further work is required inpart two on the role of such materials insupporting diversity and promotingequality.

5.1 Identify literacy,language, numeracy andICT skills which areintegral to own specialist

Section G

Unit 2: Languageawareness, pp. 22 - 26

Partially covered

Trainees must demonstrate anunderstanding of the relationships



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area, reviewing how theysupport learnerachievement

between linguistic form, function andmeaning in standard English The languageskills that ESOL teachers will need aretherefore covered, but further work isreaquired on literacy, numeracy and ICTskills.

5.2 Apply minimum corespecifications in literacyand language to improveown practice


5.3 Apply minimum corespecifications innumeracy to improveown practice


5.4 Apply minimum corespecifications in ICT toimprove own practice



Documents

PTLLS Mapping to the CertTESOL