Literacy for Specific Purposes (LSP): A Literacy Curriculum Framework for Learners in Vocational Education

Abstract

This qualitative study reports the first validation of the Literacy for Specific Purposes (LSP) theory and framework for literacy curriculum development in Further Education (FE). The paper combines the validation which is viewed as an iterative process with an empirical research that collected data through face-to-face interviews with learners. The findings confirm that the underpinning concepts of the LSP theory i.e., curricularization, cross-disciplinarity interactions and learnercentredness are interrelated and promote literacy development in struggling literacy learners. The second component, the theory validation, confirms the reliability of LSP as a viable theory in education.