This is an extensive list but many of the texts listed may only refer to a few pages within that text, all texts or parts of texts will be provided by the PDC to your Buddy Group.

Withnall, A. et al. 2004. Older people Learning ? myths and realities. Leicester. NIACE.
Crowther, J. 2006. Powerful Literacies. Leicester. NIACE.
Barton, D. & Tusting, K. 2006. Models of Adult Learning: A Literature Review, NRDC Literature Review. Leicester. NIACE
Papen, U. 2005. Adult Literacy as Social Practice. Abingdon. Routledge.
Oshima, A & Hogue, A. 2002 Introduction to Academic Writing. Longmann.
Crystal, D. 2003 The Cambridge Encyclopedia of Language. Cambridge University Press.
Fromkin, V & Rodman, R. 2003 An Introduction to Language. Harcourt Brace College Publishers.
Yule, G. 1996 The Study of Language. Cambridge University Press.
Jeffries, L. 2006 Discovering Language. Hampshire, UK : Palgrave
Murphy, R. 1998 Essential Grammar in Use / 1994 English Grammar in Use. Cambridge University Press.
P Lightbown & N Spada `How Languages are Learned? 1998 Oxford University Press
Gregory, E. 1996. Making Sense of a New World: Learning to Read in a Second Language. Paul Chapman Publishing.
Tokuhama-Espinosa, T. 2003. The Mulit-lingual Mind. Prager Publishers.
Spiegel, M. & Sunderland, H. 2001. Teaching Basic Literacy to ESOL Learners. London. LSBU
Pitt, K. 2005. Debates in ESOL Teaching and Learning. Abingdon. Routledge.
Reid, R & Peer, L. 2000. Multi-lingualism, Literacy and Dyslexia. David Fulton Publishers.
Hamilton, M. & Hillier, Y. 2006. Changing Faces of Adult Literacy, Language and Numeracy: a Critical History
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham

PDC Moodle
www.staffspdc.org.uk

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)
In the form of a 10 minute micro-teach you will deliver one of the strategies you have developed to the rest of the group with resources for delivery that take into account barriers to learning and difficulties and disabilities.
LO 1a, 2, 3, 4 & 5 Weighting 50%


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)
LO 1b, 3 & 5 Weighting 50%

Participants will attend 9 x 3 hour sessions spread over 9 weeks.

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

First and second language acquisition (including sign language) and its theories, methods and techniques will be studied. 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.