Language Study Post-16

2. Working With The Assessment Objectives, Linguistic Frameworks and Key Topic Areas

Effective teaching and learning in English Language post-16 involves achieving an appropriate balance between the teaching of the core subject content in an accessible, interesting and cohesive manner and enabling A-level students to master the Assessment Objectives and the language frameworks which underpin the course.

The Assessment Objectives

AO1 Select and apply a range of linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression

AO2 Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches

AO3 Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language

AO4 Demonstrate expertise and creativity in the use of English in a range of different contexts, informed by linguistic study

Language Frameworks

Lexis the vocabulary system; meaning at word and phrase level

Grammar the structural relationships within and between sentences and utterances

Phonetics/Phonologythe sounds of English, how they are produced and how they are described; including aspects of prosody

Pragmatics the ways in which social conventions and implied meanings are encoded in spoken and written language

Discourse

1. longer stretches of text, looking particularly at aspects of cohesion
2. the way texts create identities for particular individuals, groups or institutions e.g. the discourse of law, politics, the media

Graphology language as a semiotic system creating meaning through textual design, signs and images

Topic Areas

1. Speech and Writing
   Student teachers must know how to teach:
   • the analysis of speech and the various functions it serves in a highly literate society
   • the core differences between speech and writing as modes of communication well as all the relevant terminology and linguistic theory surrounding their use
   • the analysis of written texts using the language frameworks and the impact of context on these texts.
   It is useful to consider the notion of a cline or continuum along which most texts or speech acts may be placed and to consider also the impact of new technologies on language.  Is communication by email and/or text message written speech, spoken writing or an entirely new combination of both?
2. Language and Society
   Student teachers must know how to teach issues such as:
   • gender
   • accent and dialect
   • power
   • occupation (e.g. legal, medical or educational language)
   • social class
   • jargon and slang
   • technology
   • education
      
3. Language Acquisition
   Student teachers must know how to teach:
   • the process by which children acquire their first language
   • the different theories which may account for this process
   • the acquisition of early literacy skills (reading and writing up to 11)
      
4. Language Change over Time
   Student teachers must know how to teach:
   • the origins of spoken and written language
   • the state of modern English
   • the future of English
   • English as a global language and the language of the internet
   • theories of language change
      
5. Writing and rewriting texts
   Student teachers must know how to teach:
   • the skills students need in order to write for different audiences, purposes and contexts (original writing)
   • the skills students need in order to edit reinterpret and work with pre-existing texts (editorial work)
      
6. Language Investigations
   Student teachers must know how to teach:
   • the skills students need to conduct either independent research for an extended coursework project or to work with unseen data under examination conditions.