'One size does not fit all’: how five tertiary education organisations embed literacy, language and numeracy: summary report

4. English language Private Training Establishment case study

Adult English as an Additional Language literacy, language and numeracy

This case is of a Private Training Establishment (PTE) offering programmes for adults with English as an Additional Language (EAL). The PTE has two campuses, both in regions designated as refugee resettlement areas, and both sites have only EAL students. One campus has 100 students, mainly from Asian nations, with equal proportions of international and permanent residents and refugees (PRs); the other enrols only PRs, many with low or pre-literate levels of English and first language literacy.

The core programme offered is a two-year Certificate in English for Living in New Zealand (ELNZ). This includes in-house modules, ESOL (English for Speakers of Other Languages) unit standards, and general unit standards related to literacy, numeracy (e.g. measurement), business processes (e.g. computer skills), communication (e.g. interview skills), and work and study skills. Students can pursue an academic strand or an employment strand, or a combination of these. Some students with tertiary qualifications in their first language are preparing for examinations such as the International English Language Testing System (IELTS) for university entry, or Occupational English Test (OET) for entry to nursing training. Students can also receive one-to-one or small group literacy, language and numeracy support from the literacy specialist.

Literacy is broadly interpreted as communicative competence - knowing when to say what and to whom.

We don’t only have language literacy, we have cultural literacy, and we have employment literacy. … If you are trying to transition people into work … you have to make them aware not that they are wrong in what they do, but we do it differently.

The importance of LLN to this organisation is captured by the following comment:

LLN is the priority. It’s huge. … It’s like the same as breathing – for us. … It’s all we do.

Embedding is seen as motivating for adults as it builds on subject knowledge learners often already have. This leads to a belief in unit standards, which are seen as providing ‘good bones for learning’. Flesh can be put on the bones according to the needs of learners. Teaching is learner centred. Flexibility is used to meet individual learner and group needs and to help students transition to work or further study. Embedding also encourages collaboration between different teachers, including access to a variety of learning resources.

The organisation is fully involved in and committed to embedded LLN and is progressing this kaupapa as follows:

• Embedding LLN creates authentic, contextualised learning that addresses functional needs.
• Staff and organisational flexibility is necessary to cope with external and internal changes.
• Funding-driven and assessment-oriented organisational cultures can be counterbalanced by student-centred approaches.
• Student-centred approaches become an integral part of organisational culture when driven from the top.
• Collaborative teamwork enhances the effectiveness of planning, meeting student needs, assessment, materials development, and professional support.

But the case also identified a number of emerging issues:

• Links between ESOL and general assessment measures may need clarifying.
• Adult Literacy Progressions may be inappropriate for lower-level EAL needs.
• Prioritising oracy over literacy needs in LLN provisions for EAL learners can be problematic.