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.

Coursework comprising:
Literature review = 450 words
Strategies = 250 words each
Micro-teach = Equivalent to 1,300 words
In the form of a Literature Review - review and analyse theories and teaching approaches of first language acquisition and second language acquisition and learning, based on the research and analysis, present (in written form) one strategy for developing skills for ESOL learners in each of the following areas:
? Speaking & Listening
? Reading
? Writing (to include spelling)
Then, 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, 1c, 3, 4, 5 & 6 Weighting 62.5%

An assignment comprising three 500 word analyses:
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 word level as well as an analysis of the effect of paralanguage ? to include non-verbal communication)

LO 1b, 4 & 6 Weighting 37.5%

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 ESOL learners to learn to write in a distinctive style or `voice? and how to write for specific purposes or audiences.

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 SfL 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.
Ivanic, R. (1996) `Linguistics and the logic of non-standard punctuation? In Hall, N., and Robinson, A.
(eds.) Learning to punctuate. Cleveland: Multilingual Matters
Oshima, A & Hogue, A. 2002 Introduction to Academic Writing. Longmann.
Crystal, D. 2003 The Cambridge Encyclopedia of Language. Cambridge University Press.
Moss, W. (2005) Notes on Theories on the Teaching of Reading to Adults. RAPAL. Bulletin N0 56
Spring 2005
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
Spiegel, M., and Sunderland, H. (1999) Writing Works: Using a Genre Approach for Teaching Writing
to Adults and Young People in ESOL and Basic Skills classes. London: London Language and Literacy
Unit
Pitt, K. 2005. Debates in ESOL Teaching and Learning. Abingdon. Routledge.
Windsor,V., and Healey, C. Developing ESOL, Supporting Achievement. How theory affects delivery
practice. Leicester: NIACE
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

SfL PDC Moodle
www.staffspdc.org.uk

You will also be expected to access a number of websites, there is a list of these on the Moodle:
SfL PDC Moodle
www.staffspdc.org.uk