Embedding English Call my Bluff Callipygous a Being

Embedding English

Call my Bluff Callipygous a) Being capable of eating large amounts in one sitting b) Professionally incompetent on a grand scale c) Having beautiful buttocks 2

Call my Bluff ◦ Write down 1 specialist term/word from your vocation/specialism (as alienating/difficult as possible!) ◦ Write down 3 plausible definitions and read them out to your group. ◦ Your team needs to find the correct definition. 3

SHARING EXPERIENCES ◦ Work in pairs & share your own personal experiences of English learning – both positive & negative. ◦ Make a note of them in the relevant column on the padlet: http: //tinyurl. com/KKembedding

EMBEDDED ENGLISH Work in pairs. - Create a spidergram, listing what vocational tasks your allocated picture suggests. - In different colours, list the English skills anybody carrying out each task might use or might need to learn.

NRDC RESEARCH A positive association between embedded approaches and … ◦ Higher retention & achievement rates on vocational courses ◦ Higher achievement rates for LLN qualifications ◦ Learners stating that they felt better prepared for work in the future NRDC (2006) Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on teaching and learning

WHAT IS THE DIFFERENCE BETWEEN EMBEDDING & CONTEXTUALISING? Embedded learning Start with vocational/other subject context Find the maths and English Contextualised learning Start with maths and English Find context

TRIAD OF BARRIERS TO MATHS & ENGLISH ENGAGEMENT Previous negative experiences at school Lack or perceived relevance to employment & real-life contexts Low learner self-confidence ETF (2014) Effective Practices in Post-16 Vocational Maths EDUCATION & TRAINING FOUNDATION 9

WHY ENGLISH IS DIFFICULT: As students progress through school the focus… (shifts) from learning to read and write to reading and writing to learn. Sentences become much more complex. . . and contain a much wider range of vocabulary. 10

As students progress, text stuctures which they have to read and to produce become more complex, e. g. • • compare and contrast problem and solution cause and effect idea development. Texts get longer and more difficult. These structures are a challenge to all students. 11

ENGLISH ANXIETY ‘Anxiety is frequently and clearly recognised …failing to acquire literacy is associated with searing anxiety all round. ’ (Everatt & Brannan, 1996 and others) ‘We always describe anxiety as the cart, but it could just as easily be the horse. Anxiety could just as easily be a primary cause of failure rather than its result. ’ http: //hugokerr. info/book. pdf 12

ENGLISH AND MATHS TEACHING T. I. R. E. D. Tedious Isolated Repeated Elitist De-personalised (adapted from Nardi & Steward, 2003 A. L. I. V. E. Accessible Linked Inclusive Valuable Engaging (Adapted from Johnston-Wilder et al, 2015) ) EDUCATION & TRAINING FOUNDATION 13

Creating Embedded Activities for English In pairs… Pick a VOCATIONAL task from one of your specialisms Briefly – list the key aspects of the task that you would want students to know Briefly – list some of the English skills students would need to use Devise a VOCATIONAL activity that includes consideration of the underpinning English needed.

Plenary DISCUSSION - Were you surprised how much English was needed for your tasks? Why is this? - How would the English skills used here differ from those developed in a dedicated English session? - What aspects of the English you have listed would you expect learners to struggle with? ◦ What activities could you develop to target these key English skills?

Top tips for promoting the development of English skills - Work on specialist vocabulary. Provide a glossary- or even better have the students create their own glossary! - Incorporate English skills into peer assessment criteria. - Assess SPAG formatively wherever possible e. g. homework, class work. Provide feedback. - Consider the interdependent skills: reading, writing, speaking and listening. - Incorporate in lesson planning- BUT be clear about how this will be assessed!

Anagrams 1. Coconut minima. - communication 2. His glen - English 3. City rave it - creativity 4. Worm pee - empower 5. Van coat oil - vocational 6. Carbon oil alto - collaboration 7. Shiny sets - synthesis 8. Ferrets an lab - transferable 9. Gnu algae - language 10. Dusts net - students