First and second language acquisition (including sign language) and its theories, methods and teaching approaches, will be examined. You will consider the effect of `Multilingualism' and how learning English as a second or third language can be influenced by the mother tongue and an awareness of the important role of the first language in the acquisition of additional languages.

There will be a focus on developing teaching approaches used in both first and second language teaching and how these approaches need to be adapted for use with adults.

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. The focus will then shift to written forms of communication to concentrate on techniques for SfL learners to learn to write in a distinctive style or `voice' and how to write for specific purposes or audiences.

You will have the opportunity to analyse different grammatical rules and conventions that predominate or govern different forms of language use and how to create materials and resources that do not create barriers to language development.

There will be peer and tutor presentations, group learning and videoed 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.

None

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


Crowther, J. (2006). Powerful Literacies. Leicester. NIACE.
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
P Lightbown & N Spada `How Languages are Learned¿ (1998) Oxford University Press
Papen, U. (2005). Adult Literacy as Social Practice. Abingdon. Routledge..
Reid, R & Peer, L. (2000). Multi-lingualism, Literacy and Dyslexia. David Fulton Publishers.
Tokuhama-Espinosa, T. (2003). The Mulit-lingual Mind. Prager Publishers.
Withnall, A. McGivney V., Soulsby J (2004). Older people Learning ¿ myths and realities. Leicester. NIACE.
Yule, G. (1996) The Study of Language. Cambridge University Press.

A written assignment (2000 words weighted at 50%) A written analysis of an advertisement, a poem and a piece of spoken language (2000 words weighted at 50%) Total 4000 words

Learning outcomes will be assessed through

1)Research, analysis and presentation (in written form) into one strategy for developing skills in each of the following areas:
- Speaking & Listening
- Reading
- Writing (to include spelling)
The assignment will take into account barriers to learning and difficulties and disabilities. (2000 words, weighting = 50%, LOs 1 ,3, &4)

2) An analysis of an advertisement (to include: text, discourse, phrase, sentence and word levels)
An analysis of a poem (to include: text, discourse, phrase, sentence and word levels)
An analysis of a piece of spoken language (to include: text, discourse, phrase, sentence and word levels). (2000 words, weighting = 50%, L0s 2,4,5)

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)