Q3

HOW: Identifying Students Needing LLND (Language, Literacy, Numeracy, and Digital Literacy) Support

Several factors indicate that a student may require LLND support. Below are some key parameters:

1. Face-to-Face Settings:
   Observations such as body language, a non-English-speaking background, verbal communication challenges, repeatedly asking for clarification or explanations, avoiding participation in classroom discussions, avoiding eye contact, limited vocabulary, or difficulties with numeracy are clear indicators of the need for LLND support.
2. Online Settings:
   In online environments, indicators include difficulties with verbal or written communication, trouble understanding instructions, cultural background influences, limited knowledge or experience, avoiding video interactions, frustration, numeracy challenges, and a non-English-speaking background.
3. One-to-One Settings:
   In one-on-one interactions, close observation can reveal signs such as body language, challenges with verbal communication, repeatedly seeking clarification, avoiding eye contact, limited vocabulary, and numeracy struggles. These behaviors often suggest the need for LLND support.
4. Workplace-Based Group Training:
   Similar to other contexts, signs include body language cues, a non-English-speaking background, verbal communication issues, repeatedly asking for clarification, avoiding participation in discussions, avoiding eye contact, limited vocabulary, and numeracy challenges.

How does your ability to observe student LLND behavior vary across different training contexts?

The ability to observe and identify LLND behaviors varies significantly across different training contexts. Below is an analysis of how key factors manifest differently:

1. Body Language:
   In face-to-face settings, body language (e.g., disengagement, avoidance of eye contact, visible frustration) provides immediate, observable cues. In online settings, these cues may be less apparent but can include hesitation, turning off the camera, or erratic engagement.
2. Verbal/Written Communication:
   Limited vocabulary, difficulties in expressing ideas, challenges understanding instructions, and numeracy issues are common indicators. In online settings, these might appear as slow or incomplete written responses, while in workplace training, they may manifest as hesitance or lack of confidence in verbal exchanges.
3. Understanding Instructions:
   Students struggling with instructions across contexts often show signs of confusion, repeated clarification requests, or incomplete tasks. In online environments, this may be reflected in delayed responses or incorrect task execution.
4. Cultural Background and Experience:
   A student’s cultural background and prior knowledge can influence their ability to participate effectively. In all settings, this factor can present as difficulty adapting to specific teaching styles or unfamiliar content.