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)
analysing language demands

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
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  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.