Improving Speaking & Listening Skills - Levels 1 & 2
This subtopic focuses on equipping volunteers with practical strategies to enhance the speaking and listening skills of ESOL learners at Entry Levels 1 and 2. It emphasizes the creation of a supportive, low-anxiety environment where learners can build confidence through scaffolded interactions, real-life communication tasks, and targeted pronunciation support. Volunteers learn to select and adapt resources, facilitate pair and group work, and provide constructive feedback that balances fluency and accuracy.
Assessment criteria
Topic Overview
The Ascentis Level 2 Award in Volunteering to Support English Language Teaching and Learning is designed for individuals who wish to volunteer in ESOL (English for Speakers of Other Languages) or EFL (English as a Foreign Language) settings. This qualification equips learners with the foundational knowledge and practical skills needed to assist qualified teachers in supporting non-native English speakers. It covers key areas such as understanding the role of a volunteer, supporting language learning activities, and promoting inclusive and respectful learning environments. By completing this award, you will gain confidence in working with diverse learners and contribute meaningfully to their language development.
This qualification is part of the Foundations for Learning suite, which focuses on developing essential life skills and employability. Volunteering in English language teaching not only benefits learners but also enhances your own communication, teamwork, and intercultural skills. The award is particularly valuable for those considering a career in teaching, community work, or international development. It provides a structured pathway to further qualifications, such as the Level 3 Award in English Language Teaching, and demonstrates your commitment to supporting education and social integration.
Throughout the course, you will explore the principles of language acquisition, the importance of creating a safe and supportive classroom environment, and strategies for adapting materials to meet learners' needs. You will also learn about the legal and ethical responsibilities of volunteers, including safeguarding and data protection. By the end of the award, you will be prepared to assist in planning and delivering language learning activities under the guidance of a qualified teacher, making a tangible difference in the lives of English language learners.
Key Concepts
Core ideas you must understand for this topic
- →Role and boundaries of a volunteer: Understand that volunteers support, not replace, qualified teachers. You must work within agreed limits and follow the teacher's instructions.
- →Language acquisition theories: Familiarity with concepts like comprehensible input (Krashen), scaffolding, and the importance of meaningful interaction for language development.
- →Inclusive practice: Adapting activities to cater to different learning styles, levels, and cultural backgrounds, ensuring all learners feel valued and able to participate.
- →Safeguarding and confidentiality: Know how to report concerns about learner welfare and handle personal data in line with GDPR and organisational policies.
- →Lesson support techniques: Skills such as modelling language, using visual aids, checking understanding, and providing constructive feedback without undermining the teacher's role.
Learning Objectives
What you need to know and understand
- Describe three scaffolding techniques to support Level 1 ESOL learners in structured speaking activities
- Demonstrate the use of visual aids and realia to improve listening comprehension for Entry 2 learners
- Design a paired information-gap activity suitable for developing speaking and listening skills at both levels
- Evaluate the effectiveness of different types of corrective feedback when supporting speaking tasks
- Explain how to adapt listening materials to match the language level and interests of beginner ESOL students
Assessment Criteria
Key criteria assessors look for in your portfolio
- Clearly identifies and justifies appropriate speaking support strategies such as modelling, drilling, and sentence starters
- Provides specific examples of listening tasks that use authentic or semi-authentic materials
- Award credit for demonstrating an understanding of differentiation between Level 1 and Level 2 learners' needs
- Marks for evidence of implementing paired or small-group work that maximises student talking time
- Recognition of effective feedback that encourages further participation while gently addressing errors
Assessment Guidance
Guidance for achieving higher grades
- 💡Always link theoretical approaches to concrete examples from your own volunteering placement or practice
- 💡In written reflections, explicitly reference the specific ESOL level (Entry 1 or 2) and how your support method addresses its distinct demands
- 💡Use the language of assessment criteria – e.g., mention ‘scaffolding’, ‘comprehensible input’, ‘wait time’ – to show professional understanding
- 💡Include evidence of planning, such as session outlines or resource adaptations, to demonstrate intentional support rather than ad hoc assistance
- 💡Use real-life examples from your volunteering experience (or hypothetical scenarios) to illustrate your understanding of key concepts. This shows you can apply theory to practice.
- 💡When discussing your role, clearly distinguish between what a volunteer does and what a teacher does. Examiners look for evidence that you understand professional boundaries.
- 💡Refer to specific strategies for supporting learners, such as using visuals, simplifying language, or pairing learners for peer support. Avoid vague statements like 'help learners'.
Common Mistakes
Common errors to avoid in your coursework
- Over-correction of pronunciation or grammar during fluency activities, causing learner anxiety
- Using listening materials that are too difficult or culturally irrelevant, leading to disengagement
- Relying heavily on written scripts during speaking practice, which can hinder spontaneous communication
- Neglecting to pre-teach essential vocabulary before listening tasks, resulting in comprehension breakdown
- Failing to distinguish between the scaffolding needs of Level 1 (total beginner) and Level 2 (elementary) learners
- Misconception: Volunteers can plan and deliver lessons independently. Correction: Volunteers work under the direction of a qualified teacher and should not take on teaching responsibilities without supervision.
- Misconception: Correcting every error helps learners improve. Correction: Over-correction can demotivate learners. Focus on errors that impede communication and use positive reinforcement.
- Misconception: All learners learn English the same way. Correction: Learners have different backgrounds, learning styles, and motivations. Effective support requires flexibility and cultural awareness.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ASCENTIS Improving Speaking & Listening Skills - Levels 1 & 2
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of the English language (at least B1 level) to effectively support learners.
- •Familiarity with classroom or group learning environments, though prior teaching experience is not required.
- •Completion of a safeguarding awareness module or willingness to undergo training before starting the award.
Coursework AI Review
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Key Terminology
Essential terms to know
- Scaffolding speaking tasks
- Active listening techniques
- Pronunciation and clarity
- Using authentic materials
- Building learner confidence
- Error correction vs. fluency
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