30 credits at level HE5
This module will develop your understanding of principles related to the planning, assessment and enabling of learning in your specialist subject area. You will consider a broad range of theories and principles which are related to language and literacy development, such as first and second language acquisition; the development of literacy skills; and the acquisition and development of the four skills of reading, writing, speaking and listening.
You will use your knowledge and understanding of the theories to plan, assess and deliver teaching and learning to literacy learners, using a range of approaches associated with these theories and principle and evaluating their application.
Theories of first and second language acquisition
Teaching and learning approaches associated with above
Theories and approaches of literacy learning and development
Development of the four skills of reading, writing, speaking and listening within language and literacy development
Review of knowledge and description of language systems
Inclusion of language and literacy in other curricula
Development of resources and activities to support learning
Principles and methods of assessment of learning in language/literacy
LLUK values and commitments included in this module:
AS1, AS2, AS3, AS4, AS5, BS1, BS2, BS3, BS4, BS5, BS6, BS7, BS9, BS10, BS11, BS12, BS13, CS6, CS7, CS8, CS9, CS10, CS11, CS13, CS14, CS15, CS16, CS17, CS18, CS19, CS20, CS21, DS1, DS2, DS3, DS4, ES1, ES2, ES3, ES4, ES5
LLUK standards included in this module:
AK1.1, AP1.1, AK2.1, AK2.2, AP2.1, AP2.2, AK3.1, AP3.1, AK4.3, AP4.3, AK5.1, AP5.1, AP5.2, BP2.1, BP2.2, BK2.1, BK2.2, BK2.3, BK2.5, BP2.3, BP2.5, BK5.1, BK5.2, BK2.4, BP2.4, BP2.6, BK3.1, BK3.3, BK3.5, BP3.1, BP3.3, BP3.5, BK4.1, BP4.1, BP5.1, BP5.4, BP5.2, CK1.1, CP1.1, CK1.2, CK3.1, CP3.1, DK1.1, DK1.2, DK1.3, DP1.1, DP1.2, DP1.3, DK2.1, DK2.2, DP2.1, DP2.2, DK3.1, DK3.2, EK1.1, EK1.2, EK1.3, EP1.1, EP1.2, EP1.3, EK2.3, EP2.3, EK3.1, EK3.2, EP3.1, EP3.2, EK4,1. EP4.1, EK5.1, EK5.2, EK5.3, EP5.1, EP5.2, EP5.3
LLUK English application document elements included in this module:
A1, A2, A3, A4, A5, A6, B1, B2, B3, B6, B7, B8, B9, B10, B11, B12, B13, C6, C7, C8, C9, C10, C11, C12, C13, C14, C15, C16, C17, C18, C19, C20, C21, C22, D1, D2, D3, D4, E1, E2, E3, E4, E5, F3
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
Individual support will be given in tutorials
Assessment will comprise a portfolio of session plans and accompanying reports, totalling 4000 words and an informal presentation to a small group of colleagues.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate a knowledge and understanding of theories and principles relating to language acquisition and learning
1.1 Review theories of first language acquisition and second language acquisition and learning
Review language teaching approaches associated with theories of first language acquisition and second language acquisition and learning
|2.||Demonstrate a knowledge and understanding of theories and principles relating to literacy learning and development
2.1 Analyse theories of literacy learning and development
2.2 Analyse literacy teaching approaches associated with theories of literacy learning and development
|3.||Demonstrate a knowledge and understanding of how language can be described and analysed
3.1 Review the range of ways in which language can be described
3.2 Analyse spoken and written English at discourse and text level
3.3 Analyse spoken and written English at phrase and sentence level
3.4 Analyse spoken and written English at word
|4.||Demonstrate a knowledge and understanding of the processes involved in listening, reading, speaking and writing
4.1 Analyse the processes involved in listening and speaking for literacy learners
4.2 Analyse the processes involved in reading and writing for literacy learners
4.3 Discuss the mutual dependence of reading, listening, writing and speaking in language and literacy development
|5.||Plan language and literacy learning and teaching using specialist knowledge and resources
5.1 Use own specialist knowledge of language to plan teaching and learning for literacy learners
5.2 Use specialists curricula and appropriate resources to plan teaching and learning for literacy learners
5.3 Use of understanding of the aims and needs of individual learners to plan literacy teaching and learning
|6.||Work with learners on language and literacy learning and development drawing on knowledge of their background, goals, abilities and disabilities
||6.1 Select, adapt and develop effective language and literacy approaches, activities, and resources to meet individual literacy learners’ needs|
|7.||Use knowledge of language systems and approaches to learning and teaching in working with learners on literacy and language learning and development
8. Collaborate with others to support the inclusion of language and literacy in other curricula areas
7.1 Use appropriate approaches with literacy learners to develop their awareness of how language works
7.2 Use appropriate approaches to learning and teaching listening and speaking skills for literacy learners
7.3 Use appropriate approaches to learning and teaching reading skills for literacy learners
7.4 Use appropriate approaches to learning and teaching writing skills for literacy learners
8.1 Use specialist knowledge to collaborate with other professionals in developing inclusive approaches to language and literacy
|8.||9. Use specialist approaches to different types of language and literacy assessment
10. Understand ways of evaluating and developing own practice
9.1 Select and use specialist approaches and tools to conduct language and literacy assessments fairly and equitably
9.2 Involve literacy learners in the processes of assessment
9.3 Record relevant specialist assessment information effectively to inform teaching and learning
10.1 Use critical reflection and feedback from others to evaluate and improve own language and literacy practice
10.2 Plan and take up opportunities to improve own knowledge and understanding about integrating theory into practice
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Portfolio and Reports of 1000, 1500 and 1500 words (A, B, C)||Presentation||60 hours teaching and 3 formal observations* except for CPD *CPD course members must do 75 hours teaching and have 4 formal observations|
There are no prerequisites for this module.
No restrictions apply.
Barton, D and Hamilton, M (1998) Local Literacies: Reading and writing in One Community. London: Routledge.
Baynham, M. (1993) Literacy Practices UK: London: Longman.
Beard, R. and Oakhill, J. (1999) Reading Development and the Teaching of Reading: A Psychological Perspective. Oxford: Blackwell.
Bowren, F.F, (1987) ‘Adult Reading Needs Adult Research Models’, in Journal of Reading, December 1987, pp. 208 – 212.
Brooks, G, Burton, M, Cole, P and Szczerbinski, M (2007) Effective Teaching and Learning Reading: Summary Report. London: NRDC.
Clark, E. (2002) First Language Acquisition. Cambridge: Cambridge University Press
Clark, R. and Ivanič, R. (1997): The Politics of Writing. London: Longman.
Crystal, D. (2005) How Language Works. London: Penguin Books.
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Mercer, N, and Swann, J, (1996) Learning English: Development and Diversity, London: Oxford University Press.
Moss, W. (2005) “Theories on the teaching of reading to adults – some notes”. RAPAL bulletin Issue 56. Spring 2005.
Smith, F. (2004) Understanding Reading. Sixth Edition. New Jersey: Erlbaum Associates.
Spiegel, M. and Sunderland, H. (1999) Writing Works: Using a genre approach in literacy and ESOL teaching. London: London Language and Literacy Unit.
Tusting, K. and Barton, D. (2006) Models of Adult Learning: A literature review. Leicester: NIACE co-published with the NRDC.
Papen, U. (2005) Adult Literacy as Social Practice; More than Skills. London: Routledge Falmer
|Host Subject Group:||Education|
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