| CODE | ACA3002 | ||||||
| TITLE | Basic Numeracy, Literacy and Language Teaching and Learning in Adult Education and Training Contexts | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||
| DESCRIPTION | This study-unit introduces students to basic ideas, methods and techniques (including basic assessment methods and techniques) relevant to teaching basic numeracy, literacy and language to adults. As regards basic numeracy: Through problem solving and discussion activities students will be introduced to core principles about the teaching and learning of numeracy in adult education settings. Participants will engage with examples of how the teaching and learning of basic numeracy can be connected to diverse, everyday, adult life experiences. Reference to the mathematical content and how it can be linked to mathematical processes (e.g.,: thinking, reasoning and communication) will be discussed using an inquiry-based approach. As regards basic literacy and language learning: The critical discussion of basic literacy, new literacies and multi-literacies will introduce this part of the discussion. students will also be introduced to language learning and second language acquisition in adulthood, interlanguage, developmental sequences and 'language error'. The discussion will then address how the acquisition of basic numeracy, literacy and language knowledge and skills can be influenced influenced by individual learning differences (language learning aptitudes, personality, learning styles etc.), age, social and educational backgrounds. The discussion will then locate the foregoing in cosmopolitan, diverse and multi-modal contexts. The study-unit will conclude with reflections on the nexus between the teaching and learning of basic numeracy, literacy and language acquisition and critical consciousness; with an emphasis on practices informed by social justice, political responsibility and living a dignified life. Study-Unit Aims: This study-unit aims to engage the student with: 1. Principles, paradigms, methods and techniques relevant to the teaching and learning of numeracy, basic literacy and languages in cosmopolitan, diverse and multi-modal adult education settings; 2. How numeracy, literacy and language acquisition can be influenced by individual learning differences, age, social and educational backgrounds; 3. The nexus between basic numeracy, literacy and language acquisition and dignity, critical consciousness, social justice and political responsibility. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Identify approaches, practices, methods and resources relevant to the teaching and learning of basic numeracy, literacy and language learning in specified adult education settings; 2. Describe how adult learners may learn basic numeracy skills using simple manipulatives; 3. Describe and discuss the three approaches to literacy in adult education studies: basic literacy,literacies and multiliteracies; and 4. Discuss the impact of basic numeracy, literacy and language learning on political empowerment. 2. Skills: By the end of the study-unit the student will be able to: 1. Analyze situations where active learning approaches support the learning of basic numeracy, literacy and language learning; 2. Differentiate between close-ended and open-ended situations for learning basic numeracy; and 3. Appraise everyday situations that platform the teaching and learning of basic numeracy, literacy and language learning for adults; and 4. Plan a basic numeracy, literacy or language learning session for a specific community of adult learners. Main Text/s and any supplementary readings: Main Texts: - Belzer, A., 2017. Turning Points: Recent Trends in Adult Basic Literacy, Numeracy, and Language Education, Jossey-Bass. - Coben, D. & Alkema, D. (2017). The Case for Measuring Adults' Numeracy Practices. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6(1), 20. - Kalantzis, M. & Cope, B. (2015). A Pedagogy of Multiliteracies: Learning by Design. Palgrave Macmillan. Supplementary Readings: - Freire, P. and Macedo, D. P. (2016).Literacy: Reading the word and the world. Routledge. - Kalantzis, M. & Cope, B. (2012). Literacies. Cambridge University Press. - Michel, N., Cater, J. J., & Varela, O. (2009). Active versus passive teaching styles: An empirical study of student learning outcomes. Human Resource Development Quarterly, 20(4), 397-418. - Swain, J. (2005). 'Beyond the daily application': Motivations for adults attending numeracy classes. Research in Post-Compulsory Education, 10(3), 305-324. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
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| LECTURER/S | Maria M. Brown (Co-ord.) James Calleja Mario Cardona |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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