During this Module you will undertake collaborative research into the history of the English language, outlining some of the major changes it has experienced. You will also review the relationship between language and social processes.

There will then be an introduction to key grammatical, lexical and phonological terms:
Phonological: you will review and expand upon your understanding of the sound system of the English language - what sounds are made, how and where.
Lexical : The vocabulary of English including the origins, meanings and usage of words (etymology).
Grammatical: grammatical conventions, including the changing and evolving nature of grammar and the different ways of describing grammar (prescriptive and descriptive).

There will be an exploration of socio-linguistics and how identity (socio-economic status, employment, family, religion and ethnicity) manifests itself in spoken language

Using this key terminology, you will analyse how language and literacy skills are acquired and developed and how to draw on these theories and principles in the analysis and assessment of Skills for Life learners and through the use/analysis of authentic Skills for Life learners' work, there will be opportunities to bring together theory and practice.

Specific acquisition of the mechanics of the language is through elicitation of prior knowledge, presentation of the key concepts and a series of exercises to consolidate the information.

There will be peer and tutor presentations with criteria provided, group learning and case studies. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in skills for life classroom. Throughout each session you will be encouraged to be a reflective learner as well as a reflective practitioner.

Have access to a Skills for Life learner and that learner¿s work with Literacy skills at or below level 2 (NQF)

You will be asked to send off for a variety of free resources from DfES/DIUS and NRDC, a full list and contact details will be handed out to you but will include:

Delivering Skills for Life (2003) DfES
Literacy Core Curriculum (2001) Basic Skills Agency.
ESOL Core Curriculum (2002) Basic Skills Agency
Access for All (2001) Basic Skills Agency
Pre-Entry Core Curriculum (2001) Basic Skills Agency.
Moser, C et al (1999) Improving Literacy and Numeracy: a fresh start; London, DfEE.
DFES (2002) Success For All: Reforming Further Education and Training; London, HMSO

You will also be encouraged to sign up to receive free journals, if you do not already do so:
Reflect (NRDC)
SfL Update

This is an extensive list but many of the texts listed may only refer to a few pages within that text.

Indicative Reading:
Barton, D. & Tusting, K. (2005). Beyond Communities of Practice: Language, power and social context. Cambridge. Cambridge Univerisity Press.
Carter, R., and Nunan, D. (2001) The Cambridge Guide to Teaching English to Speakers of Other
Crystal, D. (2003) The Cambridge Encyclopedia of Language. Cambridge University Press.
Fromkin, V & Rodman, R. (2003) An Introduction to Language. Harcourt Brace College Publishers.
Jeffries, L. (2006) Discovering Language. Hampshire, UK : Palgrave
Languages. Cambridge: Cambridge University Press
Murphy, R. (2007) Essential Grammar in Use 3rd Edition. Cambridge University Press.
Trudgill, P., Hannah, J. (2002) International English: A Guide to the Varieties of Standard English
Wenger, E. (2006). Communities of Practice. Cambridge. Cambridge University Press
Yule, G. (2006) The Study of Language. 3rd Edition. Cambridge University Press.

A case study (3000 words equivalent, weighted at 80%). Group presentation (1000 words, weighted at 20%) (Total 4000 words)

Learning outcomes will be assessed through

1) Case study and analysis of a SfL Literacy/ESOL learner's spoken and written skills, error analysis, an ILP to identify future targets for learning and a lesson plan for two hours of learning. Including an analysis of background, motivation and barriers to learning including learning difficulties and disabilities. (3000 words, weighting = 80%, LO's 2,3,5)

2) Collaborative research into one of the following topics:
- The development of the English language in both spoken and written forms
- The changing nature of Literacy
- English as a world language
- how language is used in the formation, maintenance and transformation of social, cultural, political and religious identities and relationships
- The relationship between language and social processes
You will then (in your collaborative group) present your finding back to the main group in a 15 minute presentation using two different forms of media. (1000 words, weighted at 20%, LOs 1, 2, & 4)

All assessment tasks must be passed at a minimum grade point 4

3) You must provide a satisfactory subject specialist teaching observation undertaken during this module (weighting 0%)

(Reflective practice is promoted throughout all of the modules¿ at the end of year two it will be a requirement to submit a reflective journal/log with the CPPD module)