a deep resentment towards structured and prescriptive writing activities since this replicates school- based work.
In our sample, teachers and student teachers were conscious of seeking to engage students in learning by trying more student-centred and creative strategies. They wished to distinguish the current learning experience from the previous negative experiences students described. The teachers in these groups were trying to present an alternative to what students perceived as more prescriptive versions of literacy teaching. For Morgan, this meant that
you've got to see what their interests are and then make it social.
The students' perceptions of what it meant to study and be on a Foundation Learning or Functional Skills course were also perceived as a barrier. Abigail talked about students asking why they needed to write letters on a Foundation Learning course:
They tell me that they don't need to use reading or writing skills in their daily business.
She outlined what she saw as the students' perception of themselves as “stupid” because of the type of course they were on.
This was linked to poor attendance and lack of student engagement. Martha was critical of the appropriateness of the content being assessed in Functional Skills. She commented that
the FS assessments that they've got to do (are) just not related to their age range.
Another barrier identified in the data was the link between learning and employability or the development of employment-related skills. Martha referred to students completing an application
for a mythical job that they haven't got the qualifications or experience for.
In Morgan's setting, the sole focus of literacy work revolved around future job prospects. This echoed a common view that the aim of these courses for young people was work.
Criticism was expressed in relation to the ways in which provision was funded. The resulting negative effects on teaching and learning have been considered in other research (e.g. Smith and O'Leary, 2013). Charlene referred to the pressure on tutors to make sure everyone passed the course. She saw one of the consequences of this as a
more prescriptive and “to the test” scheme of work and lesson content. In a different setting, Fenella commented similarly,
We are contracted by the Job Centre to ensure our clients progress to at least one level above what they are initially assessed at. We are to teach to the test, any variation is to be directed towards employment.
The challenges that such funding drivers generate for providers has been identified in other papers (see for example, Literacy Study Group, 2008; Smith, 2007; Smith & O'Leary, 2013). Reflecting on this study, it would seem that, in recognition of students' complex needs and backgrounds and in tune with New Literacy Studies research, a more student-centred and socially situated curriculum should be considered.
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