Embedding language and literacy

1. Embedding language and literacy What demands do we make on our learners?

2. Embedded LLN ‘Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and in work.’ Skills for Life Strategy (DfES 2003)

3. Analysing literacy and language demands Today’s objectives… • identifying and analysing different language functions • identifying key features of register and style • identifying key language functions and skills for your subject area • identifying how to complete the task

4. Key ideas: skills • Language skills are divided into: • receptive skills: listening and reading • productive skills: speaking and writing • Within each area, there are many different sub-skills, e.g. skimming, scanning and detailed reading are all types of reading skill. Choose one skill area. In your group, decide which aspects of this are particularly important for your learners.

5. Key ideas: register and style • Register • language used in a particular context (e.g. use of jargon) • Style • level of formality • Learners have to use appropriate register and style in their productive language. Think about your own subject area. What elements of register and style are particularly important?

6. Key ideas: teaching and learning • It is often useful to ask learners to do a task orally before writing it. • Speaking can help to clarify ideas before learners commit them to paper. • Learners often struggle with too much new vocabulary.

7. Language functions What is the function of each of these texts? How do we know? • Martina went to London last week. She visited many famous museums. • Use an awl to make small holes in the wood before drilling. • Konya is one of the most interesting cities in Turkey. Dry and hot in the summer, it contains many ancient mosques and delightful tea gardens. Can you think of any more common language functions?

8. Language functions • The different roles and purposes that language performs • Functions are more general than skills • Example: narrating (talking or writing about the past). Where do we use this function commonly? What different skills may learners need to be competent in this function?

9. Language functions and skills 1 To be competent in the function of narrating, learners may require different language skills, for example: READING: • scanning for important information (dates, time markers) • reading for detail (order of events)

10. Language functions and skills 2 WRITING: • writing about things in order • following conventions (e.g. a report) • using full sentences and accurate punctuation SPEAKING and LISTENING: • telling someone what has happened, making the steps clear • listening to an account, taking notes or asking questions

11. Language functions Choose two of these functions. Think of an example for each them: • instruction • description • persuasion • advice

12. Task Look at the project task sheet and discuss it with your colleagues.

13. Acknowledgement This resource has been produced as a result of a grant awarded by LSIS.  The grant was made available through the Skills for Life Support Programme in 2010.  The resource has been developed by managers and practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.