DTTLS Assignments
DTTLS Essay 4.
Subject Knowledge and Understanding ← Demonstrate an understanding of the skills in literacy, numeracy and ICT which underpin your subject specialism. What skills (and levels) in these areas do your learners need?
Skills: Literacy – to read English for handouts. Spoken – to understand English and follow verbal instructions, to understand feedback and give tutor information re: progress. Written – to complete enrolment forms, health forms, learning aims forms. Levels: beginners, all levels and improvers. IT – access information online, email tutor, search for other classes/progression.
Demonstrate understanding of the general economic, social and personal issues relating to weak skills. Exercise with cards February 2nd http://shop.niace.org.uk/media/catalog/product/a/7/a729_it_doesnt_get_any_better_english.pdf http://www.lifelonglearning.co.uk/mosergroup/rep03.htm
The British Government thought Literacy was important in 1870 when it introduced the first in a series of acts that would shape the British compulsory and free education system that we know today. The British government thought literacy was important for two reasons. The franchise was extended by the 1867 Reform bill and more people could vote. Literacy rates in Britain, in 1867, were 30%. Britain’s industrial production was falling behind countries, e.g. Germany, where literacy rates were higher. Victorians also thought that school would produce a more “civilized” workforce for the factories of the British Industrial Revolution. Ever more complicated machines required that their operators had the rudiments of education. Those early state schools taught reading, writing and arithmetic. Education in Britain has evolved since the 1870 Education Act but today historians recognize that Great Britain would not have become “Great” if the government not recognized that literacy was the
Subject Knowledge and Understanding ← Demonstrate an understanding of the skills in literacy, numeracy and ICT which underpin your subject specialism. What skills (and levels) in these areas do your learners need?
Skills: Literacy – to read English for handouts. Spoken – to understand English and follow verbal instructions, to understand feedback and give tutor information re: progress. Written – to complete enrolment forms, health forms, learning aims forms. Levels: beginners, all levels and improvers. IT – access information online, email tutor, search for other classes/progression.
Demonstrate understanding of the general economic, social and personal issues relating to weak skills. Exercise with cards February 2nd http://shop.niace.org.uk/media/catalog/product/a/7/a729_it_doesnt_get_any_better_english.pdf http://www.lifelonglearning.co.uk/mosergroup/rep03.htm
The British Government thought Literacy was important in 1870 when it introduced the first in a series of acts that would shape the British compulsory and free education system that we know today. The British government thought literacy was important for two reasons. The franchise was extended by the 1867 Reform bill and more people could vote. Literacy rates in Britain, in 1867, were 30%. Britain’s industrial production was falling behind countries, e.g. Germany, where literacy rates were higher. Victorians also thought that school would produce a more “civilized” workforce for the factories of the British Industrial Revolution. Ever more complicated machines required that their operators had the rudiments of education. Those early state schools taught reading, writing and arithmetic. Education in Britain has evolved since the 1870 Education Act but today historians recognize that Great Britain would not have become “Great” if the government not recognized that literacy was the
References: Bailey, K.M., & Savage, L. (1994). "New ways in teaching speaking." Alexandria, VA: Teachers of English to Speakers of Other Languages. Brown, H.D. (1994). "Teaching by principles: an interactive approach to language pedagogy." Englewood Cliffs, NJ: Prentice Hall Regents. Burns, A., & Joyce, H. (1997). "Focus on speaking." Sydney: National Center for English Language Teaching and Research. Carter, R. & McCarthy, M. (1995). Grammar and spoken language. "Applied Linguistics, 16" (2), 141-158 Cohen, A Grognet, A.G. (1997). "Integrating employment skills into adult ESL instruction." ERIC Digest. Washington, DC: National Clearinghouse for ESL Literacy Education. Lewis, M. (Ed.) (1997). "New ways in teaching adults." Alexandria, VA: Teachers of English to Speakers of Other Languages. O 'Malley, M., & Pierce, L.V. (1996). "Authentic assessment for English language learners: Practical approaches for teachers." New York: Addison-Wesley Publishing. Rivers, W.M. (1981). "Teaching foreign language skills" (2nd ed.). Chicago: University of Chicago Press. Van Duzer, C. (1997). "Improving ESL learners ' listening skills: At the workplace and beyond." Washington, DC: Project in Adult Immigrant Education and National Clearinghouse for ESL Literacy Education.