EDU2160-N
Please ensure that you complete this module at the correct level:
This module is completed at Level 5 for the Certificate in Educations and the Professional
Graduate Certificate in Education.

This module aims to develop an in-depth understanding of language frameworks to support the analysis of texts and language use. Trainees will be given the skills they need to critically analyse theories and principles relating to language development, acquisition and learning. Trainees will also explore a range of theories and principles relating to literacy and English learning and development. The module will aim to develop independent research skills and trainees will explore the ways in which language can be described and analysed. The module will also encourage trainees to critically analyse and explore the processes involved in the development of speaking, listening, reading and writing skills of literacy learners.
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Theories and principles relating to literacy learning and development.
Linguistic frameworks for the analysis of written and spoken language (including:
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 phonology, morphology, discourse structure, lexis, semantics, pragmatics).
The processes involved in the development of speaking, listening, reading and writing.
Inter-dependence of literacy strands and how this relates to learning and teaching.
Language and social processes.
Personal, social and cultural factors influencing language development and use.
Key grammatical concepts and terminology.
This module will draw on a range of learning and teaching approaches appropriate to the nature of the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led sessions a range of good practice in learning and teaching will be modelled, discussed and evaluated. This will draw upon best and new practice from a range of sectors and settings including compulsory education, FE, training organisations and HE.
As with all other modules on the programme this module will not be delivered as a discreet unit rather it will be explicitly linked at all times to the practical modules that trainees will be completing concurrently. It is expected that the theoretical taught content of this module will be delivered in ways that demonstrate a range of practical delivery methods. Experiences and knowledge gained through this module may impact the reflection and tracked development evident in the Individual
Learning Plan.
Key theories, concepts and principle will be addressed through a combination of:
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Seminars
Lectures
Interactive workshops
Directed study
VLE access, resources and moderated discussion
Individual and/ or group tutorial support
Written and oral feedback.

Knowledge & Understanding
1. Demonstrate a comprehensive understanding of the personal, social and cultural factors influencing literacy learners' language development, learning and use.
2. Critically analyse a range of spoken and written texts using appropriate linguistic frameworks.
3. Apply an understanding of grammatical constructions to the learning and teaching of literacy.
Cognitive & Intellectual Skills
4. Critically evaluate the relationship between language and social processes.
5. Analyse a range of texts applying knowledge of linguistic frameworks and grammar appropriately.
6. Employ balanced, logical and supported arguments when discussing impact of social processes and perceptions on literacy development.
Practical & Professional Skills
7. Demonstrate the ability to make links between literacy learning and development within the broader context of education and teaching.
8. Apply theoretical knowledge and understanding of literacy development to the development and selection of appropriate learning and teaching strategies.
Key Transferable Skills
9. Reflect systematically on the impact of external factors on the development of literacy skills.
10. Select and use a range of communication methods appropriate for the context.
Students are expected to attend all lectures, seminars, workshops and any other scheduled teaching activity. It is through interpersonal exchanges with tutors and peers that experiential learning and the testing of ideas takes place and the University has strong evidence that good attendance is related to success in assessments. Attendance will be monitored and if there is evidence that you are not engaging with University studies then you may be withdrawn from the programme.
Please see the assessment guide for detail.
Summative Assessment
ICA 40% of module marks (report)
ECA 60% of module mark (essay)

Assessment Criteria
Standard Teesside University UG Level 5 will be used.
Assessment Submission
See timetable for hand-in dates and details.
Late submission will result in only a pass grade of 40% being awarded.
Academic Support and Guidance
Formal individual tutorials are built into the module delivery. These tutorials will focus explicitly on trainees progress in the academic aspects of the programme with specific reference to the development of appropriate academic writing skills and practices. In addition further tutorial support will be available as needed at times that are arranged between the tutor and the trainee.
On-going support will be provided to the students via email correspondence with the module tutor and/or personal tutor and by the provision of supporting materials available via the VLE.
Purchase
Cameron, D. (2007) The Teacher’s Guide to Grammar , Oxford: Oxford University Press
Thorne, S. (2008) Advanced English Language , Basingstoke: Palgrave Macmillan
Essential
Barton, D. and Tusting, K. (2005) Beyond Communities of Practice: Language, Power and Social
Context, Cambridge: Cambridge University Press
Bynner, J. and Parsons, S. (2006) New Light on Literacy and Numeracy , London: NRDC [online] http://www.nrdc.org.uk/publications_details.asp?ID=78
Casey, H. National Research and Development Centre for Adult Literacy and Numeracy, (2007)
Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher educators [online] http://eprints.ioe.ac.uk/2191/
Crystal, N (2002) The English Language: a Guided Tour of the Language, London: Palgrave
Crystal, D. (2011) Internet Linguistics – A Student Guide , Oxon: Routledge
Davidson, J. ND Daly, C. (2014) Learning to Teach English in the Secondary School – A
Companion to School Experience, Oxon: Routledge
Deller, S and Price, C. (2007) Teaching Other Subjects through English, Oxford: Oxford University
Press
Tett, L., Hamilton, M. and Hillier, Y. (2006) Adult Literacy, Numeracy and Language: Policy,
Practice and Research , Maidenhead: Open University Press
Recommended
Crystal, D. (1997) The Cambridge Encyclopedia of the English Language , Cambridge: Cambridge
University Press
Crystal, D. (2004) The Stories of English , London: Penguin Books
Kramsch, C. (1998) Language and Culture , Oxford: Oxford University Press
Lawton, T. and Turnbull, T. (2007 ) Inclusive learning approaches for literacy, language, numeracy and ICT, London: Lifelong Learning UK, [online] http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publicatio ns/eOrderingDownload/LLUK-00680-2007.pdf
Lightbown, P. and Spada, N. (2013) How Languages are Learned , Oxford: Oxford University Press
Vincent, D. (2000) The Rise of Mass Literacy: Reading and Writing in Modern Europe, Cambridge:
Polity Press
Journals
Adult Learning (Washington, D.C.)

Journal of Adolescent & Adult Literacy
Literacy Today
Research and Practice in Adult Literacy
Electronic
NRDC: National Research and Development Centre for Adult Literacy and Numeracy http://www.nrdc.org.uk/
The Excellence Gateway http://www.excellencegateway.org.uk/
Skills for Life Network: http://www.skillsforlifenetwork.com/
NIACE : The National Institute of Adult Continuing Education http://www.niace.org.uk/
Naturally within the University there are a number of regulations which you may need to refer to as you progress through this module and the University generally. The University has placed these regulations on the University Website at: http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations