Workbook 1 - Create a culturally inclusive learning environment v220530

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© Language Training Institute (LTi) | Page 2 of 21 © Language Training Institute (LTi) v220701 | Page 2 of 21 Introduction NAT11020001 - Create a culturally inclusive learning environment deals with the relationships between language and culture and learning, and the implications of these relationships for teaching ESL. Not all cultures view education in the same way. In some societies, gender and poverty have a major effect on the availability and level of education provided. As you spend time observing and teaching you will see many responses to education and learning which you may think strange or even flawed, but these responses may be a reflection of the native culture of your ESL students. Learning objectives:  Understand cultural concepts within written and spoken text  Understand cultural perceptions of the roles and responsibilities of learners and teachers  Understand how cultural perceptions can affect education  Develop strategies for dealing with cultural differences  Develop classroom strategies to encourage cultural tolerance  Identify a variety of student individual differences  Provide for students with a variety of individual differences  Understand the principles of adult learning  Create activities for different learning styles and English levels To complete this unit Read Chapter 1 of TESOL Made Practical for All Situations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers.

© Language Training Institute (LTi) | Page 3 of 21 © Language Training Institute (LTi) v220701 | Page 3 of 21 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you: • can communicate understanding and knowledge of unit the content • can apply knowledge and skills you have learnt • can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that: • you understand how the assessment will be conducted (as described above) • you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time; • you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

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© Language Training Institute (LTi) | Page 4 of 21 © Language Training Institute (LTi) v220701 | Page 4 of 21 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook) . When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information). ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 1.1 Workbook Task 1.2 Workbook Task 1.3 Workbook Task 1.4 Workbook Task 1.5 Workbook Task 1.6 Workbook Task 1.7 Workbook Task 1.8 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*: Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document.

© Language Training Institute (LTi) | Page 5 of 21 © Language Training Institute (LTi) v220701 | Page 5 of 21 Workbook Tasks – Student to complete Language and culture The following task helps you to look at some of the aspects of your own culture, and recognise aspects that are significantly different from another culture of interest. Differences in culture often become most obvious when we compare how tasks are negotiated. For example, how marriages come about, how careers are chosen, how employment is secured, how grades on assignments are finalised, how relationships are established, maintained and/or repaired, and so on. Different behaviours and processes indicate different underlying beliefs and values. Task 1.1 Consider aspects of your own culture such as the structure of family units, private transport, or enjoyment of outdoors. Other areas could include: social behaviours, greetings, visiting protocol, public address, meetings, gestures, personal appearance, general attitudes, influence of geography and climate, food and eating habits, educational approach and system, work, literature, arts and religion, history and government. a. Complete the below table to list five (5) aspects of your own culture that are obvious or visible. Describe the underlying values or beliefs of each aspects. Tip: The best way to answer this question is to look at your own culture in its most obvious form – along the lines of what is suggested in the task outline shown above, e.g. how marriages come about, influence of climate, etc. There are a lot of aspects suggested but you only need to choose five. Some of the underlying beliefs that drive an aspect of culture will be quite easily recognized e.g. how marriages come about. In Australian culture, we choose our spouses ourselves rather than the choice being made for us by relatives. This is because of the underlying belief that as independent adults we have freedom to make our own decisions. Chosen culture: Aspect of culture Underlying value or belief 1. 2. 3. 4. 5.

© Language Training Institute (LTi) | Page 6 of 21 © Language Training Institute (LTi) v220701 | Page 6 of 21 b. Describe the similarities and differences of the aspects of culture you have listed (in Part A) with those of another culture with which you are familiar. Tip: If you don't have firsthand knowledge of another culture, then you may need to do some internet research of a culture of your choice or think of some experiences on a holiday you had where you noticed some cultural differences. The main thing to remember is that this question is asking you to compare and contrast. Chosen culture: Aspect of culture Similarities and differences 1. 2. 3. 4. 5. c. Choose two (2) examples of non-linguistic or para-linguistic features of communication from your own culture or another culture and briefly explain what they mean in the culture you have chosen Tip: Non-linguistic is body language (no voice), but para-linguistic is voice but not words. TESOL Made Practical For All Situations mentions some of the examples of non- linguistic and para-linguistic features of communication. For example, what does a frown or a giggle express in different cultures? Or the ‘thumbs up / thumbs down’ hand gestures? Draw on your experience and think about common gestures that have a different meaning in your culture. If you wish to increase your understanding of non-linguistic and para-linguistic body language, conduct an internet search using phrases such as: ‘non - linguistic body language’ and ‘para - linguistic body language.’ Chosen culture: 1. Non-linguistic or para-linguistic feature: 2. Non-linguistic or para-linguistic feature:

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© Language Training Institute (LTi) | Page 7 of 21 © Language Training Institute (LTi) v220701 | Page 7 of 21 d. How might you address cultural traits and non-linguistic features (such as those discussed in Parts (a), (b) and (c) of this task) of communication in an ESL classroom? (min. 50 words) Tip: There is no need to include all the elements of culture or the non-linguistic or para-linguistic forms of communication in your answer. A general, inclusive answer about how you would address these differences in a multicultural classroom is what is required. Language and learning VAK/VARK Model; Gardner’s Theory (TMPFAS – Textbook Chapter 1) Clearly, individuals have preferred ways of learning, and the most natural thing in the world is for teachers to teach in the way they personally prefer to learn. Some of these preferences are linked to culture and others to personality. For this reason, we need to identify our own preferences and work to include a wider range of teaching and learning strategies in our classroom delivery and assignment setting. Learning styles The following is a short summary of the main features and favourite activities of four learning styles. Visual • Take well organised notes which are systematically filed and reviewed before the next class • Use highlighters • Sometimes close eyes to aid memory (visualising what they’ve seen) • Like wall posters, realia, flash cards, picture stories • Are aided by use of video • Are aided by graphical presentation of information (charts, tables, diagrams) Auditory • Talkative: study in pairs or groups to be able to reflect and discuss • Listen to taped lessons/dialogues again and again • Subvocalise when reading (read out loud/mutter) • Replay the ‘teacher’s voice’ to recall information • Use musical or rhythmic ditties to remember information (e.g. jazz chants) • Need to be away from distracting noises when studying • Are aided by drills

© Language Training Institute (LTi) | Page 8 of 21 © Language Training Institute (LTi) v220701 | Page 8 of 21 Tactile • Take notes in ‘maps’ rather than linear arrangement • Make a picture or a model • Need frequent breaks from study • Benefit from music in the background while studying • Use concrete objects as learning aids: Cuisenaire • Intake is heightened through using objects with different textures • Mime, draw in the air Kinaesthetic • Memory aided by rhythmic repetition • Need to be physically comfortable to concentrate • Take frequent breaks, get up and move around • Study in pairs or groups • Benefit from background music • Physical movement aids memory (walk while reading, listen to audio recordings of information while moving) • Learn by doing • Role play, drama, simulations • Games and competition involving movement Task 1.2 Identify your preferred learning style using the VAK/VARK model discussed in this chapter in your text. Consider the implications this has for your ESL teaching. Think about the range of learning preferences described in TESOL Made Practical For All Situations and answer the questions . If you are unsure of your preferred learning style, you can take a learning styles test online by using a search phrase such as ‘learning style tests’. Tip: For this task you will need to identify your own learning style, that is, your own learning style according to Neil Fleming's VAK/VARK model (visual, auditory, read/write, kinaesthetic). Once that has been done, answer the questions in Parts (a) and (b) of this task. a. When you think about learning another language, which learning style best describes how you went about it or how you think you would go about it? b. What activities did you enjoy, or do you expect you would enjoy in relation to learning a second language?

© Language Training Institute (LTi) | Page 9 of 21 © Language Training Institute (LTi) v220701 | Page 9 of 21 c. How open are you to alternative ways of learning, classroom activities and assignments? d. What does all of this mean for your ESL teaching practice? e. What kinds of learning activities are going to be a challenge for you to incorporate into your teaching techniques? f. Which of Gardner's multiple intelligences best reflect your own individual intelligences and the way you learn? Why? (min. 50 words) Tip: You may wish to discuss more than one of Gardner’s multiple intelligences to answer this question. You can find more information about these intelligences (variety of ways we learn) in your textbook or by searching the internet. ESL learner levels & macro-skills Task 1.3 ESL learners will generally have different English capabilities depending on their level of proficiency. These levels range from beginner to advanced. Complete the first column in the table below to correctly label the capability description below with the level of English proficiency, using the below listed levels: • Elementary (A1) • Pre-Intermediate (A2) • Intermediate (B1) • Upper-Intermediate (B2) • Advanced (C1) • Proficient (C2)

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© Language Training Institute (LTi) | Page 10 of 21 © Language Training Institute (LTi) v220701 | Page 10 of 21 Tip: Refer to the the Common European Framework of Reference for Languages (CEFR) website https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions ESL Level English Capabilities • Understands the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. • Can produce simple connected text on topics which are familiar or of personal interest. • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. • Understands a wide range of demanding, longer texts, and recognise implicit meaning. • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. • Can express themself fluently and spontaneously without much obvious searching for expressions. • Can use language flexibly and effectively for social, academic and professional purposes. • Understands and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. • Understands with ease virtually everything heard or read. • Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. • Can express themself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. • Understands the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialisation. • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. • Understands sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

© Language Training Institute (LTi) | Page 11 of 21 © Language Training Institute (LTi) v220701 | Page 11 of 21 Cultural concepts embedded in language All languages have cultural concepts embedded in language. The following transcript reflects some idiomatic Australian conversation. Many of these didn't originate in Australia, but originated in British English. The language used is rich with meaning, but to the language learner who has only a dictionary to help them understand, comprehension will inevitably be difficult. In this case, the sum of the words does not equal the total meaning. The phrases used have a layer of meaning that is understood only by cultural insiders. Task 1.4 Analyse the following dialogue and write a ‘translation’ of the expressions that are underlined that clearly explains their meaning. Tip: The expressions used in the dialogue could be considered distinctly Australian or British. If you are from a non-English speaking background, you may find it helpful to conduct an internet search on Australian idioms and slang, or you could talk to a native Australian English or British English speaker. Rosemary: What happened then? Teresa: Well, you could have knocked me over with a feather! (a) There I was, with the very last lotto ticket that I was going to buy. I never win you see and I expected this week to be like every other week. Rosemary: And .... ? Come on, what happened? Teresa: Well, I had a stroke of good luck. (b) I got a phone call saying I had won a lot of money. Rosemary: You’re pulling my leg ! (c) Teresa: Far from it! (d) I really did win! Rosemary: That’s wonderful. Let’s put our heads together and plan a celebration. (e) a) ...you could have knocked me over with a feather! b) ...stroke of good luck c) ...pulling my leg d) Far from it! e) ...put our heads together…

© Language Training Institute (LTi) | Page 12 of 21 © Language Training Institute (LTi) v220701 | Page 12 of 21 Task 1.5 Though it’s early in the course and this unit doesn’t directly address teaching activities, you probably have some ideas about activities you could use to teach the phrases in the previous task to your ESL class. Give one example activity for each of the identified phrases in the previous task . Vary the types of activities so that they appeal to visual, auditory, read/write, tactile and kinaesthetic learners. Before describing the activity, identify the learning style and macro-skill you are addressing . (max. 300 words total) Tip: You need to provide a minimum of one activity for each of the five identified phrases in the previous task. Spread them across the four different learning styles outlined in Fleming's VAK model. Example: 1 phrase - 1 different learning style activity. Make sure you identify the different styles that your activity is suited to and include that in your answer. Think of one expression at a time. Take it word by word and try to explain it in its literal form. “You could have knocked me over with a feather”. For example, use objects (realia) for the visual learners and tactile learners, ask questions as you teach for the auditory learners and act out the action or expression for the kinaesthetic learners. Think of stories and activities you can use to explain the less obvious meaning. This may seem difficult, but be creative! You can also have a lot of fun in thinking of games, realia and other resources that you can use to get your point across. a) ...you could have knocked me over with a feather! Learning style: Activity: Macro-skill: b) ...stroke of good luck Learning style: Activity: Macro-skill:

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© Language Training Institute (LTi) | Page 13 of 21 © Language Training Institute (LTi) v220701 | Page 13 of 21 c) ...pulling my leg Learning style: Activity: Macro-skill: d) Far from it! Learning style: Activity: Macro-skill: e) ...put our heads together… Learning style: Activity: Macro-skill:

© Language Training Institute (LTi) | Page 14 of 21 © Language Training Institute (LTi) v220701 | Page 14 of 21 Cultural and learning The educational background of each individual is also located within a specific cultural context. Patterns of teaching and learning activities have been established and reflect the culture within which they developed. Task 1.6 Read the following case study about an international student in an Australian university. Then briefly describe four (4) ESL classroom activities that would help them to become more familiar and comfortable with the kinds of learning activities encountered in Australian tertiary educational settings . (200 – 300 words) Tip: You are expected to provide four (4) different activities that will help the student to learn to express him or herself in a way that is effective and comfortable. The activities need to build confidence and encourage the student to speak. CASE STUDY “I couldn’t believe it when I was told that not only did attendance in tutorials make up part of my grade, but my level of participation would also contribute. I have no experience in this kind of in- class activity. In high school in Indonesia I was trained to listen to the teacher, and repeat in exams or assignments what I’ve been taught. I have never critiqued what a teacher or textbook presented. The idea shocks me. I am even more shocked by the behaviour of my classmates in discussions. I’ve never seen students disagree so passionately. I’m not sure I’ll ever be able to participate like that! I am even more amazed that after a heated discussion in class, I often see the same students sitting having coffee together quite happily. I’m so confused.” Activity 1: Activity 2: Activity 3: Activity 4:

© Language Training Institute (LTi) | Page 15 of 21 © Language Training Institute (LTi) v220701 | Page 15 of 21 Cultural tolerance / classroom management strategies A second aspect of cultural tolerance mentioned in TESOL Made Practical For All Situations is the need, at times, to help our students become more tolerant. It is important to recognise that racial prejudice and tension can be found in individuals within every ethnic group. Some students come to our classes with deep- seated disdain for other specific groups. Some arrive unaware of their own negative attitudes. Sadly, we all have the capacity to develop new negative attitudes. For these reasons, teachers need to be proactive in establishing a climate of cultural tolerance and acceptance in the ESL classroom, by modelling and promoting positive attitudes. Task 1.7 In cross-cultural situations the potential for confusion, misunderstanding and offence is very real. Read the following case studies and respond to the questions. What action you take will depend on the level of conflict and whether it is escalating. Tip: You may wish to do some research to find out possible problems between the cultural groups mentioned. The most important thing to put in this answer is how you would prevent problems in the first place and how you would deal with any problems should they arise. Most schools and training organisations already have established policies for managing conflict. As a teacher you would need to be familiar with the policies. Remember to be tolerant, as you don’t want to upset anyone. At the same time, you need t o be able to assert yourself as the facilitator of a positive outcome. Some practical advice for managing your classroom is given in Chapter 1 of your textbook, TESOL Made Practical For All Situations . For further classroom management advice, you may wish to do some internet searches using phrases such as ‘managing conflict in ESL classrooms’. CASE STUDY 1 In your ESL class there are students from backgrounds whose nations/tribes have traditionally been in conflict with each other. You have two Japanese students and three Koreans, all aware of the history of antagonism between their nations. There is a Croatian woman and a Serbian man, whose ethnic groups have a recent history of war. You have noticed that the Tibetan students avoid sitting with the Chinese students. While there are students who are uncomfortable with other students in the class, there hasn’t been any overt conflict between the cultural groups. a. What strategies could you put in place to prevent possible future conflicts in this class? (min. 50 words)

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© Language Training Institute (LTi) | Page 16 of 21 © Language Training Institute (LTi) v220701 | Page 16 of 21 b. What responsibilities do your students have in creating a healthy learning environment? (min. 50 words) c. If conflict did become obvious, how could you deal with it? (min. 50 words) CASE STUDY 2 You have invited an English speaking friend to your class so that the students can practise asking questions. You notice that your friend is becoming agitated when the questions begin to get personal. For example, "How old are you?" "What is your job and how much money do you make?" d. What do you think is the possible problem or issue? e. How would you prepare your class to prevent this situation occurring? (min. 50 words)

© Language Training Institute (LTi) | Page 17 of 21 © Language Training Institute (LTi) v220701 | Page 17 of 21 f. What have your students misunderstood about their role in asking questions? (min. 50 words) g. How would you deal with this situation if it did occur? (min. 50 words) CASE STUDY 3 When a student makes a mistake, a student from another culture laughs and comments on how silly the student is. The student is visibly upset and responds with angry words. What issue/s do you think are in play here, and how would you respond? h. What could you do to prevent or minimise the likelihood of such a situation occurring? (min. 50 words) i. How would you deal with this situation if it did occur in your classroom? (min. 50 words)

© Language Training Institute (LTi) | Page 18 of 21 © Language Training Institute (LTi) v220701 | Page 18 of 21 j. How can your students be responsible for their own actions in the classroom? (min. 50 words) Local ESL environment Around the world, in every location where English is taught, there is a culture and attitude towards learning. There is also a huge difference in the educational environment, some are casual conversational English classes others are formal English Intensive Language Programs to achieve university entrance or IELTS scores. Task 1.8 Research and describe your local educational environment and setting/s and answer the following questions. Tip: Even though there is a lot do before you do your practice teaching, you can use this task to get you thinking about what is happening in your area regarding ESL classes. a. Identify organisations in your local area that offer English as a Second Language (ESL) classes. Try to identify as many different organisations as possible. (min. of 5 where possible)

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© Language Training Institute (LTi) | Page 19 of 21 © Language Training Institute (LTi) v220701 | Page 19 of 21 b. Briefly describe the people (target student group) who go to learn English at these different locations, e.g. international students, migrants, refugees, wives of international students? Highlight obvious differences in the different groups, e.g. age, background, etc. Organisation Description of target student group c. If you could choose to teach English in one (1) of the locations mentioned in part (a) or part (b), which one would you choose and why?

© Language Training Institute (LTi) | Page 20 of 21 © Language Training Institute (LTi) v220701 | Page 20 of 21 Assessment Mapping Unit Code & Name: NAT11020002 – Create a culturally inclusive learning environment WBT = Workbook Task Element Performance criteria Assessed by: 1. Analyse cultural concepts 1.1 Research and analyse own culture WBT 1.1 1.2 Research and compare various cultures WBT 1.1 & 1.7 1.3 Identify cultural concepts embedded in written and spoken communication WBT 1.1 & 1.3 1.4 Define the meaning of cultural concepts intrinsic to written and spoken communication WBT 1.1; 1.3 & 1.5 2. Analyse cultural beliefs regarding teacher and student roles 2.1 Identify different cultural perspectives regarding teacher and student roles and responsibilities WBT 1.2 & 1.6 2.2 Support students’ responses to the local educational culture WBT 1.2, 1.6 & 1.7 3. Identify strategies for dealing with cultural differences 3.1 Identify classroom management strategies for students from a variety of backgrounds WBT 1.1, 1.6 & 1.7 3.2 Develop a classroom strategy to facilitate an environment and atmosphere of cultural tolerance WBT 1.6 &1.7 4. Analyse how students learn 4.1 Identify own learning style WBT 1.2 4.2. Identify the characteristics and macro-skills of ESL learners at various levels of English proficiency WBT 1.3 4.3 Identify or create activities which incorporate different learning styles and levels of ESL learners WBT 1.2 & 1.5 Performance Evidence Assessed by: The learner must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit within an ESL context. There must be demonstrated evidence that the learner has completed the following tasks: • compared own culture to at least one other culture and identified the differences and impact that this has on communication WBT 1.1; 1.5 & 1.6 • transcribed the meaning of a minimum of three different cultural concepts embedded in communication with at least one being spoken and at least one being written WBT 1.1 & 1.3 • identified the roles and responsibilities of both teachers and students for at least two different cultures WBT 1.5 & 1.6 • identified the characteristics and macro-skills from at least four different levels of ESL proficiency WBT 1.3 • supported the learning of a student from another culture to create a culturally inclusive learning environment WBT 1.5 & 1.6 • identified own learning style/s WBT 1.2 • identified or created at least one activity which incorporated different learning styles WBT 1.4

© Language Training Institute (LTi) | Page 21 of 21 © Language Training Institute (LTi) v220701 | Page 21 of 21 Knowledge Evidence Assessed by: The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements and performance criteria of this unit within an ESL context. This includes knowledge of: • cultural concepts WBT 1.1; 1.3; 1.5 & 1.6 • classroom management strategies WBT 1.6 • learning styles WBT 1.2; 1.4 • basic ESL levels of proficiency WBT 1.3 Assessment Conditions The learner must be assessed in accordance with the elements and performance criteria of this unit. Assessment must include (but not be limited to): • written assessment Additional assessment methods other than those listed above may also be used to ensure that the learner demonstrates the knowledge and skills to complete tasks outlined in the elements and performance criteria of this unit, within an ESL context. Where case studies and scenarios are used, they must simulate an authentic English as a Second Language (ESL) learning environment. All assessment must be completed in English. Assessor Requirements: • No specialist vocational competency requirements for Assessors apply to this unit.

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