Literacy, language and/or numeracy

There are many reasons why some people need support with literacy, language and/or numeracy.

Where English is a second or an additional language, learners may:

  • have been well-educated in their country of origin, but not be fully fluent in English
  • struggle with any form of written language; or
  • be less confident with the written than with the spoken word.

Other learners may be:

  • deaf and use British Sign Language (BSL) or sign supported English
  • deaf or hearing-impaired and lip-read; or
  • dyslexic.

As a tutor, it's your responsibility to adopt an inclusive approach. Consult your Subject Learning Coach, your colleagues and other professionals about inclusive ways of teaching and learning.

Some examples

In my T'ai chi class, there are both Chinese and English people. I provide the names of the movements in both English and Cantonese, written on cards, and learners have to work together to memorise the names. For English people, it's important to know the key words in this ancient discipline. The Chinese people are extending their English vocabulary, because many of the movements are named after everyday objects or creatures. Sometimes I provide pictures to help people learn the words.

Sherman, tutor, T'ai chi.

In my sewing class, I provide everyone with a labelled diagram of a sewing machine - presser foot, needle clamp, tension adjustment wheel, and so on. Then later in the term I give them the diagram again without the labels, but with the parts numbered and a multiple choice exercise asking "What's number 1? Is it the presser foot or the drop feed-dog or..." you get the idea?

Mary, tutor, Sewing.

For further guidance, go to S4L guidance to teachers doc.