EU-Speak 2
Knowledge and skills survey results
Is this important in your work with low-educated adult immigrants?
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 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.
Knowledge
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 mothertongue/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 workrelated 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 workrelated 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 mothertongue/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.