Shakespeare for literacy: critical pedagogy in workplace learning

Abstract

This research investigates learners’ responses to the use of literature as a means of literacy learning in level 2 Functional Skills in English. Data were gathered by way of observation, questionnaire and informal dialogue with learners. Teaching and learning was underpinned by the philosophy of critical pedagogy and was therefore learner-centric. The report concludes that recognition of reading for pleasure, and the inclusion of literature in the Functional Skills in English curriculum, is an effective way to foster learner engagement with literacy learning in the workplace.

Keywords:

• Work-based learning
• literacy
• Shakespeare
• post-compulsory education
• action research
• critical pedagogy