Candidate Category Candidates for the ELTAA may include:
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- Seek personal development or need to acquire language awareness, analysis, and presentation skills for a future teaching career.
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- Lack qualifications or experience in teaching English to adults.
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- Desire to expand their understanding and/or obtain a recognized Level 2 qualification in English language teaching.
Teaching Qualifications
This qualification targets candidates with no prior experience in teaching English, who wish to develop the necessary language awareness, analysis, and presentation skills within the context of English Language Teaching (ELT). The course is an intensive study program requiring full commitment from participants. It covers two units:
a. Language awareness and analysis.
b. Planning and delivering a presentation within the context of ELT.
Introduction
This specification offers an overview of the LRN Level 2 Award in Teaching to Speakers of Other Languages Stage A (ELTAA) for candidates, centers, administrators, employers, teachers, and examiners. It outlines the essential features and administrative procedures required for this qualification.
Branding
While the official title of this qualification is the LRN Level 2 Award in Teaching English to Speakers of Other Languages, it will be branded as ELTAA. LRN will ensure accurate and correct information regarding the title is provided to centers, candidates, and other users of this qualification.
Objective
The ELTAA aims to equip candidates with no prior experience in teaching English to adults with a recognized teaching qualification. It is tailored for those interested in specializing in teaching English to children or adult speakers of other languages.
Candidate Category
ELTAA candidates may include those who:
– Seek personal development or need to acquire language awareness, analysis, and presentation skills for a future teaching career.
– Lack of qualifications or experience in teaching English to adults.
– Desire to expand their understanding and/or obtain a recognized Level 2 qualification in English language teaching.
Entry Requirements
Candidates should possess:
– Proficiency in all four English language skills (listening, speaking, reading, writing) equivalent to B1 on the Common European Framework of References for Languages (CEFR).
– A solid basic understanding of literacy, numeracy, and ICT equivalent to Level 2.
Prior basic teaching experience is not a prerequisite. Centers will implement their own procedures for an initial assessment to determine applicants’ suitability for the course.
Mode of Delivery
This qualification can be delivered within centers or via distance learning. Centers must demonstrate to LRN, through the center recognition processes, that they have the resources, facilities, and competence for delivery through either method. Centers may apply to offer both means if desired. However, centers must demonstrate, in line with LRN’s criteria, that they have the means, capability, capacity, and resources (including suitably qualified center staff) to deliver by the chosen method. Regardless of the method, centers must ensure that a practical presentation is observed and assessed.
Progression
The ELTAA accommodates candidates with diverse backgrounds, education levels, and career goals. Therefore, progression opportunities may take various paths. Depending on the qualification level achieved, candidates may progress to: □ LRN Level 3 Certificate in Teaching English to Speakers of Other Languages (ELTAB) □ Any other awarding organization’s (AO) Level 3 qualification in teaching or other disciplines (subject to individual AO requirements).
Recognition of Prior Learning
Please refer to LRN’s policy on Recognition of Prior Learning to determine whether previously achieved qualifications meet LRN’s policy for possible exemptions.
Language of Assessment
LRN strives to use plain, clear, unbiased, and universally appropriate English. LRN will ensure assessment materials, stimuli, and the assessment itself are conducted in English.
Assessment
The assessment consists of:
– Unit 1, which is assessed by a written assessment externally set and marked by LRN;
– Unit 2, which is assessed by one observation and a presentation planning portfolio marked internally and subsequently moderated externally by LRN.
For Unit 1, candidates must complete a single 40-minute assessment consisting of 40 questions, each worth 1 mark. The assessment includes multiple-choice and matching questions. Candidates need 18 marks to pass each unit. To ensure rigorous quality assurance, each marked assessment will be moderated. There are opportunities for formative assessment within the unit, such as mock tests, which contribute to the Total Qualification Time (TQT).
For Unit 2, candidates must complete at least 40 minutes of presentation practice, receiving formative assessment; 20 minutes of an observed presentation for summative assessment; and compile a portfolio containing a presentation log, resources, planning, delivery, and reflective documentation developed and used by the candidate throughout the presentation practice. The portfolio must reference the Common European Framework of Reference for Languages (CEFR). As with Unit 1, Unit 2 offers opportunities for formative assessment before the presentation (summative), such as reviewing content for presentation or performing a micro-presentation session (5 minutes). These opportunities are not prescriptive and will depend on the candidate.
To successfully achieve the qualification, candidates must complete and receive a pass grade for:
– the written assessment (Unit 1)
– the summative observation of a presentation (Unit 2)
– the presentation practice portfolio (Unit 2)
Use of Plagiarism
LRN will use plagiarism detection software on each response submitted by candidates. The software identifies commonalities in candidate work to detect similarities with other authors’ content. Candidates with plagiarized responses will fail the assessment and unit. LRN will inform centers and candidates about the acceptable similarity threshold for content across assessments.
