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It clarifies why explicit mention of theory may seem limited in official documents, then links theory to assessment objectives by stressing concepts and issues relevant to language use. The guide also outlines how students should apply theoretical tools to language data, using coherent mark schemes and contextual factors. 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We are intending to add exemplar work to this guide after the Summer 2019 exam series to exemplify good practice in relation to issues, concepts and theories.  \nIntroduction  \nThis guide has been produced to help teachers of A Level English Language show their students how best to handle ‘theories’ of language study, and the ‘theorists’ associated with them. The inverted commas in the previous sentence reflect the fact that the term theory is not straightforward in its application.  \nThe first part of this guide outlines the role of theory in the study of A Level English Language – why students need to know about it.  \nThe second part discuss the kinds of reference to theory that examiners are able to reward highly, and approaches that are less successful – how students should apply it.  \nThe third part briefly outlines a few examples of particular theorists and theory areas – what students might refer to.  \nTeachers have asked if Pearson Edexcel can produce a comprehensive list of language theories and theorists that students should know. This guide is in part a response to such requests, but it is crucial to recognise that (for reasons that should become clear in the next section) it would be counter-productive to attempt to produce a definitive list of theories or theorists, and the linguistic concepts and academics associated with them named in this document should certainly not be treated as providing a ‘theory list’ that is either necessary on the one hand, nor sufficient on the other.  \nWhy should students use theory?  \nIt may come as a surprise that little direct mention is made of theory in the official documents that underpin this qualification. The prescribed subject content published by the Department for Education on which all current A Level qualifications are based makes no specific mention of the need to learn language theories as specific subject knowledge. Instead, it focuses on the need to ‘introduce students to the concepts and methods of the disciplines of English language/linguistics in relation to a wide range of spoken and written forms of English’ and to ensure that ‘students’ contextual study of language must be based on sound theoretical knowledge developed through a coherent course of study.’1 So‘theory’ should be seen not as a set of subject content for students to learn and repeat, but as the academic underpinning of the approach they take to the study and analysis of English Language.  \nSimilarly, the Assessment Objectives that apply to all A Level English Language  \nqualifications make no explicit reference to theory at all. AO2, which is often thought of as  \n1 GCE subject-level conditions and requirements for English language. (2018) . Retrieved from [https://www.gov.uk/government/publications/gce-subject-level-conditions-and-requirements-for-english](https://www.gov.uk/government/publications/gce-subject-level-conditions-and-requirements-for-english)language  \nthe ‘theory’ AO requires students to ‘Demonstrate critical understanding of concepts and issues relevant to language use.’ These ‘concepts and issues’ can include ‘language theories’ in the commonly understood sense of referring to the particular insights and approaches of named academics, but they are far broader than this, and the phrase‘relevant to language use’ is particularly crucial here. Students will get little credit for knowing about a given language theory, concept or issue, unless they can use it to illuminate their understanding of language in use.  \nThe approach taken by Edexcel in our specificati","cbCaimaSyo8UNnSO","https://ap.wps.com/l/cbCaimaSyo8UNnSO","pdf",361470,"English","# Introduction\n## Why should students use theory?\n## How do students use theory?\n## Exam tips\n## What theory?\n## Note from the Pearson English Team","[{\"question\":\"What does the guide suggest for achieving higher marks when using theory?\",\"answer\":\"It recommends demonstrating a discriminating toolkit selection, evaluating strengths and limitations, and comparing different approaches. Thorough but nuanced analysis aligned with the assessment objectives is highlighted as key for top-level responses.\"}]","A Level English Language - Guide to Issues, Concepts and Theories | PDF",1792466418,25]