Module Descriptors
INTEGRATING LITERACY, LANGUAGE AND NUMERACY INTO THE LEARNING OF VOCATIONAL AND OTHER SUBJECTS
XXXX57054
Key Facts
Faculty of Business, Education and Law
Level 5
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 120
Total Learning Hours: 150
Assessment
- CASE BASED STUDY weighted at 100%
Module Details
Module Learning Strategies
This module will rely heavily on you carrying out reading of texts given as part of individual study. Prior knowledge will be investigated and built on during the sessions which will consist of whole group and small group tasks and exercises with reference to key theories.
Your own language development will be explored in small group sessions which will then help to complete the assignment
There will also be a guest lecturer to focus on the consequences of poor language skills and the effect on recruitment, retention and achievement on vocational programmes.
As part of the sessions, Using I.T, you will design a chart showing ONE social factor which holds a relationship linguistically with society, how this has happened and what we hear of this relationship in everyday speech.
Individual Study
Various texts will be identified for reading prior to sessions to be discussed and understood in terms of carrying out the assignment.
Your own language development will be explored in small group sessions which will then help to complete the assignment
There will also be a guest lecturer to focus on the consequences of poor language skills and the effect on recruitment, retention and achievement on vocational programmes.
As part of the sessions, Using I.T, you will design a chart showing ONE social factor which holds a relationship linguistically with society, how this has happened and what we hear of this relationship in everyday speech.
Individual Study
Various texts will be identified for reading prior to sessions to be discussed and understood in terms of carrying out the assignment.
Module Indicative Content
The introduction will be in the form of a brief history of the English language, outlining some of the major changes it has experienced; progressing on to how English is a world language and how it is used throughout the media and business world. Then factors that have arisen from English becoming a 'world language' and to what point they have actually 'shaped' the English language.
This will proceed onto an introduction to socio-linguistics and the relationship between linguistic structures and social structures as a way to uncover relationships between language users. The first social structure to be examined will be socio-economic status. Then relationships between linguistic and social structures, social networks including employment, family and religion. Finally, relationships between linguistic and social structures, - ethnicity.
You will have the opportunity to analyse different grammatical rules and conventions that predominate or govern different forms of language use. Using I.T you will design a chart showing ONE social factor which holds a relationship linguistically with society, how this has happened and what we hear of this relationship in everyday speech.
The investigation of socio linguistics will bring in some of the elements in Module One which will be re-examined in the light of this topic: phonetics and phonology, lexis and syntax, pragmatics, spoken discourse, grammatical conventions, syntactic and grammatical features.
There will be an examination of the consequences of poor literacy skills on a person's life in terms of ? employment and access to vocational courses, social exclusion and health etc. This will lead on to how society is affected in civic and economic terms. There will be an investigation into how Literacy, Language and Numeracy can act as a gatekeeper into vocational areas.
You will be given the opportunity to bring in and share embedded resources that have worked with your learners - to build up a resource bank of actual resources for all to share. Those not familiar with writing Initial Learning Plans (ILP) for learners on embedded programmes will have an opportunity to look at constructing an ILP with SMART targets - this will be reflected in the observations in the vocational workplace.
This will proceed onto an introduction to socio-linguistics and the relationship between linguistic structures and social structures as a way to uncover relationships between language users. The first social structure to be examined will be socio-economic status. Then relationships between linguistic and social structures, social networks including employment, family and religion. Finally, relationships between linguistic and social structures, - ethnicity.
You will have the opportunity to analyse different grammatical rules and conventions that predominate or govern different forms of language use. Using I.T you will design a chart showing ONE social factor which holds a relationship linguistically with society, how this has happened and what we hear of this relationship in everyday speech.
The investigation of socio linguistics will bring in some of the elements in Module One which will be re-examined in the light of this topic: phonetics and phonology, lexis and syntax, pragmatics, spoken discourse, grammatical conventions, syntactic and grammatical features.
There will be an examination of the consequences of poor literacy skills on a person's life in terms of ? employment and access to vocational courses, social exclusion and health etc. This will lead on to how society is affected in civic and economic terms. There will be an investigation into how Literacy, Language and Numeracy can act as a gatekeeper into vocational areas.
You will be given the opportunity to bring in and share embedded resources that have worked with your learners - to build up a resource bank of actual resources for all to share. Those not familiar with writing Initial Learning Plans (ILP) for learners on embedded programmes will have an opportunity to look at constructing an ILP with SMART targets - this will be reflected in the observations in the vocational workplace.
Module Texts
Oshima, A & Hogue, A. 1997 Introduction to Academic Writing. Longmann.
Crystal, D. 1992 The Cambridge Encyclopedia of Language. Cambridge University Press.
Fromkin, V & Rodman, R. 1993 An Introduction to Language. Harcourt Brace College Publishers.
Trudgill, P. 1974 Sociolinguistics, An Introduction. Penguin Books.
Coupland, N. & Jaworski, A. 1997 Sociolinguistics - A Reader and Coursebook. Palgrave.
Murphy, R. 1998 Essential Grammar in Use / 1994 English Grammar in Use. Cambridge University Press. Moser, C et al (1999) Improving Literacy and Numeracy: a fresh start; London, DfEE.
DfES. 2004. Embedded Learning Portal. DfES, London.
Crystal, D. 1992 The Cambridge Encyclopedia of Language. Cambridge University Press.
Fromkin, V & Rodman, R. 1993 An Introduction to Language. Harcourt Brace College Publishers.
Trudgill, P. 1974 Sociolinguistics, An Introduction. Penguin Books.
Coupland, N. & Jaworski, A. 1997 Sociolinguistics - A Reader and Coursebook. Palgrave.
Murphy, R. 1998 Essential Grammar in Use / 1994 English Grammar in Use. Cambridge University Press. Moser, C et al (1999) Improving Literacy and Numeracy: a fresh start; London, DfEE.
DfES. 2004. Embedded Learning Portal. DfES, London.
Module Resources
Have access to a vocational learner with Literacy skills at or below level 2 (NQF)
Teaching practice with vocational learners at Level 2 or below Literacy skills
Delivering Skills for Life - pack: free from DfES
(www.dfes.gov.uk/readwriteplus)
Teaching practice with vocational learners at Level 2 or below Literacy skills
Delivering Skills for Life - pack: free from DfES
(www.dfes.gov.uk/readwriteplus)