The Minimum Core for Language and Literacy: Audit and Test

Lynn Machin

• Publisher: Learning Matters
• Year: 2009
• ISBN:
  9781844455706
• Edition: 1
• Topic: Education
• Subtopic: Teaching Methods for Reading

This book supports trainee teachers in the Lifelong Learning Sector in the assessment of their literacy knowledge. A self-audit section is included to help trainees understand their level of competence and confidence in literacy and will help them identify any gaps in their knowledge and skills. This is followed by exercises and activities to support and enhance learning. The book covers all the content of the LLUK standards for the minimum core for literacy. Coverage and assessment of the minimum core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.

1

Communication

By the end of this chapter you should be able to:

• reflect upon your current ability to communicate effectively;

• use a range of communication techniques with a range of people for different purposes;

• provide examples of non-verbal communication;

• appreciate reasons for considering appropriate meta-language;

• give reasons why confidentiality is important.

This chapter and its objectives contribute to the following Minimum Core requirements: Part B; Personal Language Skills: Speaking, Listening and Writing.

This chapter also contributes towards the following LLUK standards:

AS4, AS7, AP4.2, AP4.3, AK5.1, AK5.2, AP5.1, AP5.2, BS.3, BP3.1, BP3.4, BK3.4, CK3.3, CK3.4, CP3.3, CP3.4.

Also relevant to the Adult Core Curriculum S/R/W L2.

Communication is covered throughout many of the chapters in this book because writing, spelling, punctuation, listening and speaking all relate to communication. Discussed within this chapter are aspects of communication that enhance or underpin those topic areas covered in other chapters.

Key information

What is communication?

Communication is the way in which people relate to one another and also how information is passed on from person to person.

Communication can be categorised under three headings:

• verbal–this topic is covered in more depth in the chapter ‘Speaking and listening’;
• written–this topic is covered in more depth in the chapter ‘Writing conventions’;
• non-verbal communication (NVC).

Verbal communication is the message that we give, and receive, through the spoken use of language. NVC is the message that is given, and received, through the use of body language, for example, smiling, frowning, arms folded, tapping foot, leaning forward, playing with hair. Communication also includes all of the written messages that we provide, for example, letters, reports, forms, handouts, written presentations, email and text.

Why is communication important?

How you communicate with your learners, your line managers, colleagues and others that you come into contact with during your working day is extremely important. You need to ensure that the message or information you want to give is the information that is received. Furthermore people, including you, make decisions based upon messages and information received from others. You give an impression of yourself by what you say and the actions that you make. Most, if not all, people will judge you on how you communicate with them.

Importantly, if your communication skills are poor or in need of some development (written, verbal or non-verbal), then the learners’ learning experience could be negatively affected.

Social learning, modelling and communication

Social learning and modelling refers to the behaviours that we acquire and develop as a result of the people we spend time with. Our dialect, accent, use of language and the body language we use is very much influenced by our parents, friends, peers and teachers.

Learners will, to differing extents, model their behaviour on their teachers, and that includes you. If you introduce them to new words they may begin to use them. The way you speak, the non-verbal actions you use and the written communication you use will all create a social learning experience for your learners. You need to ensure that it is a positive and enriching experience.

The English language, as with other languages, is continually changing and developing. Some words are no longer in existence and other words are gradually being introduced through various forms of media and different cultures. For example, new words are formed to describe new technologies and each generation of teenagers forms their own sub-culture of language.

Often we change the way we speak to suit the people we are with. We may alternate our language between formal and informal. For example, you may use a very formal and polite voice when speaking over the telephone and then perhaps when you are with your friends you may talk very quickly and informally. You may use slang and you will almost definitely use colloquialisms.

EXAMPLE

Examples of formal language:

• Good afternoon, how may I help you?

• To whom am I speaking, please?

• I will endeavour to be of assistance to you and your partner.

• They do not do their homework; they just watch the television all night.

Examples of informal language:

• Hi, can I help?

• Who is it?

• I’ll try to help you both, if I can.

• They don’t do their homework; they are just couch potatoes.

Can you think of any others that you use?

Cultural differences

In your personal and professional life you will meet people from different socio-economic and cultural backgrounds. It is important that you are aware that some verbal and non-verbal communication language (NVC) means different things to different people. These differences may matter a great deal because of the receiver’s potential to misunderstand, misinterpret or even to feel insulted by the message. While you cannot always know what language and NVC signs your learners, and others that you meet with, find inappropriate or offensive, you can become observant of their body language and interpret their reaction to them.

How good are you at verbal and non-verbal communication?

Good verbal and non-verbal communication involves speaking clearly and using language appropriate to the audience. It also involves the use of NVC to support the verbal message; at times, non-verbal gestures are sufficient without any verbal message attached.

Facial expressions

NVC facial expressions include:

• smiling
• laughing
• frowning
• yawning
• blushing
• nodding

These are the most frequently used non-verbal body language. Eyes possibly express the most.

When you are speaking and listening, make sure that you look at the people with whom you are communicating. You will be able to judge their interest in what you are saying and also, when they are speaking, you will be able to judge if what they are saying is actually what they are thinking. While some people are very good at hiding their natural body language, most of us have not developed that skill and our body language can provide much information to those who are watching it.

As a teacher it is important that your facial expressions reflect what you are saying. For example, if you are praising a learner you would probably smile. Alternatively, if you were reprimanding a learner you would have a stern expression on your face. To give a learner a mixed message, for example to reprimand but be smiling, could confuse the learner or make them think that you do not really mean what you are saying.

Other facial expressions and gestures to note are:

• scratching head–when unsure about what is being said;
• biting nails–this can be a sign of anxiety;
• winking–indicates a joke, a playful attitude or empathy;
• touching the chin–indicates thinking;
• face in hands–indicates boredom.

Posture

If you slouch in class or look lethargic, your learners may think that you are not interested in teaching them. They may model your body language and be less interested in your teaching than if you were alert and standing upright. Your learners will mirror your language and that includes your body language.

The amount of space that you leave between yourself and other pe...

Table of contents

• Cover
• Title
• Copyright
• Contents
• The author
• Acknowledgements
• Introduction
• Self-audit – personal language skills, literacy
• 1 Communication
• 2 Reading
• 3 Writing conventions
• 4 Punctuation
• 5 Spelling
• 6 Speaking and listening
• Extracts from Minimum Core Framework
• Answers to key questions
• Glossary of terms
• Index