Case study
PodcastTraining when English is not the first language: Inclusive strategies for CALD learners.
Duration: 7m26s
AUSMASA Intro: Welcome to the Train-the-Trainer Podcast, proudly brought to you by AUSMASA, Empowering industry to develop essential workforce capabilities for today and tomorrow.
Marc: Hi team! Marc Ratcliffe is with you again. In this episode, we're discussing delivering training when English is not the first language of the learners, and we'll talk about how trainers and assessors can use more inclusive strategies to support these learners in mining and automotive workplaces. To help me navigate this topic, I'm thrilled to welcome back Jess Walsh. How are you going, Jess?
Jess: Amazing, Marc. I'm looking forward to chatting about this topic today.
Marc: Awesome.
Training when English is not the first language of the participants can be tricky. I deliver a lot of training offshore, and in those contexts, it's almost easier, as the whole group will often have similar needs that I can strategically manage through resourcing or allocating additional time or something like that. But when you have a mixed audience, that can be more difficult. What are your thoughts, Jess?
Jess: This is certainly an important issue, and it is becoming more relevant across workshops and worksites across the country.
Marc: Now, diverse teams bring value, experience, and different perspectives, which is great for the business.
Jess: But when we assume high-level English fluency, some learners may be left behind in our training, not because they lack ability, but because of the way the information is communicated.
Marc: It creates unnecessary barriers.
Jess: And in safety-critical environments, that can have serious consequences.
Marc: So, where do we start?
Jess: So, let's start with a key principle. Supporting learners where English is not their first language is not about lowering standards.
Marc: For sure.
Jess: It's about improving access to understanding so people can meet the industry standards and company expectations.
Marc: And I think that distinction matters.
Jess. Yeah. A learner can be highly capable practically but still struggle with complex wording, fast verbal delivery, slang, acronyms, or written instructions loaded with technical language.
Marc: Misunderstanding can easily be mistaken for incompetence.
Jess: Good trainers know the difference. One of the simplest and most effective strategies is to use plain English.
Marc: I know, right? Keep it simple!
Jess: That means short sentences, clear instructions, and avoiding unnecessary jargon.
Marc: But, in mining and automotive, some technical language is essential, right?
Jess: Of course. But even technical content can be explained clearly.
Marc: So how could you do that?
Jess: At a base level, you could show as well as tell. So, let's say you were in an automotive environment teaching how to carry out a basic vehicle service or inspection - you could be showing them how to check engine oil, brake fluid or tyre pressure or something like that.
Marc: Okay.
Jess: So, you would demonstrate each step first, then explain why it matters in simple terms, and then have the learners repeat it.
Marc: So, they get to experience it. So it reinforces the steps.
Jess: Yeah. Or you might have them listen to warning sounds from a vehicle, such as squealing brakes or rough idling, which connects them to the content. The next time they hear that, they will remember the lesson and what they have to do next. And language ceases to be a barrier here as you are using other skills.
Marc: That makes sense. What else can you do to support learners from diverse language backgrounds?
Jess: Aside from the demonstrations, other visuals, diagrams, process maps, flow charts, and labelled images (including in their preferred language) can all support understanding.
Marc: So, when people can see the sequence of the task and the equipment involved in real time, the learning becomes more accessible.
Jess: That's right. And checking understanding is also critical.
Marc: But I bet the method matters, right?
Jess: A hundred per cent. Asking, 'Do you understand?' often doesn't tell you much. Many learners will say 'yes' to avoid embarrassment.
Marc: It is a face-saving technique.
Jess: Right! A better approach is to ask them to explain the step back to you, show you what they would do next, or identify the hazards to avoid or control measures to be put in place via a practical example.
Marc: So, it's important to involve them?
Jess: Yeah, involvement, interaction and collaboration are all important in learning. It helps learners to make connections to the content and each other.
Marc: Alright.
Jess: And learners working in a second language may hesitate to ask questions and not be involved as much. This is where the trainer's behaviour is so crucial.
Marc: You have to create a respectful environment.
Jess: Absolutely, and you have to create an environment where questions and clarifications are encouraged and rewarded.
Marc: I'll often use a "semi-valuable prize" to promote people catching me out using a piece of jargon that I don't define.
Jess: That sounds like fun!
Marc: It is, and it helps learners lean into the learning.
Jess. I like that, and if we respond supportively and make it normal to check and clarify, everyone is a winner.
Marc: Would the pace of your speech make a difference?
Jess: Yeah. If you speak too quickly, even learners with reasonable English can miss key information. Slowing slightly, pausing between points, and allowing thinking time can make a huge difference.
Marc: Sounds like good advice for all training, regardless of the language levels. Do you have any final tips?
Jess: I think the group dynamics also play a role. Pairing learners thoughtfully can help.
Marc: I bet.
Jess. In some cases, peer support from a more confident co-worker can strengthen learning. But be careful not to rely entirely on others to do the trainer's job.
Marc: What about in assessment?
Jess: Assessment needs extra consideration as well. When a task is being assessed, we need to make sure we are assessing the competency, not just the learner's English level.
Marc: Yeah, we are not testing their test-taking ability; we should be testing their knowledge and skill.
Jess: Again, clear instructions, opportunities for practical demonstration, and accessible questioning techniques can help make assessment fairer and more valid for everyone.
Marc: Thanks for all the tips again today, Jess. You've given us plenty of actions to put in place.
Jess: Not a problem, Marc.
Marc: Training when English is not the first language of your participants is an increasing reality for many trainers in mining and automotive environments. However, it doesn't have to be a negative. By embracing the diversity and developing alternative approaches, you can improve the options for all learners – and stretch your professional practice in the process.
But language is only part of the picture. Cultural background may influence how comfortable someone feels in speaking up, admitting shortcomings, or even challenging unsafe behaviour on the job. Therefore, creating a safe and supportive environment for learning is always the first step.
So, next time you find yourself training a diverse workforce, ask yourself: Have I made this content clear? Have I used visuals and demonstrations to reinforce the key messages? Have I checked understanding beyond a surface level? And have I created a space where people can seek clarification without losing face?
Because inclusion in training is not an extra, it is part of effective practice.
Good luck on the journey.
AUSMASA outro: This was just one resource in the AUSMASA Train-the-trainer suite of tools aimed at bridging the gap for trainers and assessors in the mining and automotive industries. Check out the other learning assets to take your training and assessment to the next level, including videos, scenarios, case studies, job aids, fact sheets and other podcast episodes.
END.
Training clip