An assignment weighted at 100 %
2,000 words (LOs 1 – 5)

The purpose of this module is to develop learners knowledge and understanding of theories, principles and models applied to the teaching of Functional English, to include: First and second language acquisition and its theories, methods and techniques. This will move on to an analysis of factors that can inhibit language and literacy acquisition. The terminology in module one will be expanded upon to provide a firm basis for you to undertake discourse analysis in written and spoken forms. Followed by a focus on techniques for written forms of communication.

LO1 Demonstrate knowledge and understanding of a variety of strategies to teach speaking and listening, reading and writing in the context of Functional English as a first or additional language.
Knowledge & Understanding
Learning

LO2 Demonstrate an ability to analyse (text, discourse, phrase, sentence and word levels) both written and spoken forms of communication.
Knowledge & Understanding
Learning

LO3 Engage in rigorous and critical debate across a wide range of educational issues and key theories related to analysis of spoken and written forms of communication (L1 and L2).
Enquiry
Reflection
Analysis

LO4 Frame appropriate questions to propose a range of solutions to problems in developing Functional English strategies; justify experimental approaches and exploit unplanned opportunities for development.
Problem solving

LO5 Critically evaluate a wide range of relevant sources and express spoken and written responses coherently, fluently and accurately; use and appraise a wide range of communication strategies to benefit learning.
Communication
Reflection

The learning, teaching and assessment strategies have been carefully devised for this module recognising that participants bring with them a wealth of knowledge to share with others.

Formative assessment and peer learning through, for example, pair and small group work, is an important aspect of the approach to learning on the course.

Knowledge and understanding will be acquired through a variety of activities including: presentations, individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection.

In addition to this, learners will engage with mentors and peers to support and broaden their learning experience. The combination of teaching and learning approaches will facilitate a deeper understanding of Functional English.

This module will include a range of learning materials, for example hand-outs, reading material, electronic presentations.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards and key literature will be available from Blackboard VLE.

Tutor and peer support will be made available.

Also booklets produced by Award team will be handed out/available on Blackboard:
Academic Writing
Harvard Referencing

Crystal, D. 2010 The Cambridge Encyclopedia of Language. Cambridge University Press.

Fromkin, V & Rodman, R. 2013 An Introduction to Language. Heinle & Heinle Publishers

Yule, G. 2010 The Study of Language. Cambridge University Press.

Murphy, R. 2012 Essential Grammar in Use / 1994 English Grammar in Use. Cambridge University Press.

Gregory, E. 2010. Making Sense of a New World: Learning to Read in a Second Language. Paul Chapman Publishing.

Kelly, S & Phillips, S. (2011). Teaching Literacy to Learners with Dyslexia: A Multi-sensory Approach