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Embedding English

Explore embedding and enhancing English skills in vocational tasks to improve retention and achievement rates. Share experiences, differentiate embedding and contextualizing, discuss barriers, and learn practical teaching tips.

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Embedding English

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  1. Embedding English

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

  3. 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.

  4. 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

  5. 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.

  6. 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

  7. 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

  8. Triad of barriers to maths & ENGLISH engagement 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.

  14. 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?

  15. 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!

  16. 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

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