EU-Speak 2

Knowledge and skills survey results

Is this important in your work with low-educated adult immigrants?

Skills / Knowledge
Ability to use teaching methods that facilitate learners’ active participation in a classroom environment and that allow them to contribute their own knowledge and experience
Ability to use authentic conversational situations in teaching that reflect learners’ daily experiences.
Ability to develop and use materials during the course that low-educated immigrant adults encounter in their daily lives.
Understanding of learners’ backgrounds, current situations and learning potentials and consideration of these when planning and teaching your course.
Ability to guide learners in the process of developing reading and writing strategies that they can apply independently outside the classroom and in situations involving written language
Awareness of current teaching materials suitable for developing low-educated adult immigrants’ oral language and literacy skills
Ability to use methods to teach oral language skills --pronunciation, grammar, pragmatics and vocabulary-- in a second language non-literate immigrant adults.
Awareness, when planning and teaching, that learners’ competence and skills in their mother-tongue/first language affect literacy development in the second language
Awareness of the kinds of written information that learners encounter and use in their daily lives.
Ability to use a variety of multimodal materials for teaching reading and writing and modify them to meet learners’ needs in their daily lives and work-related situations.
Awareness of the potential challenges to learning of psychological and physical conditions, such as post-traumatic stress disorder (PTSD) and visual and hearing impairments.
Ability to analyse different materials currently available for low-educated adult immigrants to make sure that they are engaging and appropriate for their reading levels.
Understanding of the stages of vocabulary learning and instructional methods for facilitating word learning.
Understanding of the significance of phonological awareness in literacy training and its application in teaching.
Familiarity with the complexity of literacy skills.
Knowledge of and access to current information about learners’ social, cultural, educational and language backgrounds.
Familiarity with ways to chart and analyse learners’ progress in literacy.
Familiarity with ways to chart and analyse learners’ progress in oral language proficiency
Familiarity with information technology, digital tools and media, including social media, how learners use them and how they can be used to support teaching and learning.
Awareness of the relationship between oral language mastery and methods for teaching reading and writing skills.
Awareness, when planning and teaching, that learners’ competence in their mother-tongue/first language affects second language acquisition
Familiarity with the principles and processes of adult learning.
Familiarity with language acquisition in different contexts and by different types of learners
Understanding of spoken language as a system, including phonology, grammar, pragmatics and vocabulary.
Understanding of the stages of grammar learning and instructional methods for facilitating grammar learning
Understanding of how the conditions governing spoken language and its acquisition relate to teaching low-educated immigrant adults
Familiarity with the similarities and differences between spoken and written language.
Familiarity with the similarities and differences in uses of spoken and written language in multilingual and multicultural contexts.
Ability to base instruction that facilitates reading and writing development of second language learners on sound theories and research.
Knowledge of literacy skills from an historic, political, sociocultural and linguistic perspective

Is this important for your professional development?

Skills / Knowledge
Awareness of current teaching materials suitable for developing low-educated adult immigrants’ oral language and literacy skills
Ability to use teaching methods that facilitate learners’ active participation in a classroom environment and that allow them to contribute their own knowledge and experience
Ability to guide learners in the process of developing reading and writing strategies that they can apply independently outside the classroom and in situations involving written language
Ability to develop and use materials during the course that low-educated immigrant adults encounter in their daily lives.
Understanding of learners’ backgrounds, current situations and learning potentials and consideration of these when planning and teaching your course.
Ability to use methods to teach oral language skills --pronunciation, grammar, pragmatics and vocabulary-- in a second language non-literate immigrant adults.
Familiarity with the complexity of literacy skills.
Ability to use a variety of multimodal materials for teaching reading and writing and modify them to meet learners’ needs in their daily lives and work-related situations.
Ability to use authentic conversational situations in teaching that reflect learners’ daily experiences.
Awareness of the potential challenges to learning of psychological and physical conditions, such as post-traumatic stress disorder (PTSD) and visual and hearing impairments.
Familiarity with information technology, digital tools and media, including social media, how learners use them and how they can be used to support teaching and learning.
Familiarity with ways to chart and analyse learners’ progress in literacy.
Awareness, when planning and teaching, that learners’ competence and skills in their mother-tongue/first language affect literacy development in the second language
Understanding of the stages of vocabulary learning and instructional methods for facilitating word learning.
Understanding of the significance of phonological awareness in literacy training and its application in teaching.
Ability to analyse different materials currently available for low-educated adult immigrants to make sure that they are engaging and appropriate for their reading levels.
Familiarity with language acquisition in different contexts and by different types of learners
Awareness of the relationship between oral language mastery and methods for teaching reading and writing skills.
Familiarity with ways to chart and analyse learners’ progress in oral language proficiency
Knowledge of and access to current information about learners’ social, cultural, educational and language backgrounds.
Familiarity with the similarities and differences in uses of spoken and written language in multilingual and multicultural contexts.
Understanding of how the conditions governing spoken language and its acquisition relate to teaching low-educated immigrant adults
Awareness of the kinds of written information that learners encounter and use in their daily lives.
Ability to base instruction that facilitates reading and writing development of second language learners on sound theories and research.
Understanding of the stages of grammar learning and instructional methods for facilitating grammar learning
Understanding of spoken language as a system, including phonology, grammar, pragmatics and vocabulary.
Knowledge of literacy skills from an historic, political, sociocultural and linguistic perspective
Familiarity with the similarities and differences between spoken and written language.
Awareness, when planning and teaching, that learners’ competence in their mother-tongue/first language affects second language acquisition
Familiarity with the principles and processes of adult learning.

This project has reference 539478-LLP-1-UK-GRUNDTVIG-GMP been funded with support from the European Commission. This publication (communication) reflects only the views of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.