Why you need our process in learning spaces

If you’re searching for ways to understand the extent of English literacy barriers in the classroom, you are reading the right blog!

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The Kaleidoprax Process

​The Kaleidoprax Model optimises the process of design thinking. It is important that learning organisations and practitioners should not assume the achieved educational level of learners will guarantee efficient understanding and meaning where English is the language of learning. Rather consider our suggested process using tried and tested resources to place learners or start the academic cycle.

Start with a Language Audit 

The Language Audit compiles the Communication Efficiency Map of the learning space. This is a scientific foundation to inform appropriate and efficient learning practice.

A Language Audit comprises of two steps:
1. Data Collection:
We use our ELSA (English Literacy Skills Assessment) as a standardised data collection tool to determine the literacy- and numeracy skills spread amongst learners or prospective learners.

2. Data Processing:
To determine the actual level of English communication skills needed amongst the students for optimal learner empowerment, we evaluate learning material and resources for ease of reading and understanding. This exposes the communication themes and frequencies of understanding and meaning in the English learning environment.

Data findings lead to informed decisions

From the information gathered in step 1 & 2, we are able to compile a Communication Efficiency Map for the training organisation or specific learning path. It will compare the ideal levels with the real skills available and will highlight the gaps and bridging opportunities for learning practitioners.

This allows for informed decisions to consider appropriate and efficient learning practice.

The best learning approach should start with an awareness and language culture change approach. It may include topic-contextualised resources as well as optimising formal learning programmes with appropriate language-approach support and tools. It is however important to understand the skills level of your audience before devising any plans.

Addressing the issues caused by language barriers in a learning organisation needs an inter-disciplinary approach. The traditional solution is to focus stronger on English classes. However, this remains a siloed approach thinking that knowledge about the language will improve skill in coping in English. Not understanding the real abilities of learners in relation to the resources they need to interact with will result in poor learning habits and devastating outcomes. Worse, it leads to a loss of motivation and self-esteem amongst  learners and their educators.

Why not plan smart for maximised momentum from learning opportunities?​

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