How language works: Success in literacy and learning is a comprehensive and innovative professional development program for educators seeking to extend their understandings about language and literacy.
Explanation of how the workings of the language system construct knowledge across all learning areas and in all facets of teaching and learning
Development of teachers’ understanding about the patterned ways meanings are made within and across genres so that educators are able to develop students’ language resources to understand and produce those genres
Development of teachers’ understanding and use of the differences between spoken and written language, both as a teaching and a learning tool
Development of the ability to assess language explicitly and efficiently to support the learning of all students
Promotion of a teaching and learning cycle that provides opportunities for an explicit focus on language as part of a rich learning environment.
All Lexis Education’s professional development courses are intended for classroom teachers and are comprised of a Tutor Training and a Teacher Course.
The Tutor Training is an intensive 5-day train-the-trainer program that covers the content of the Teacher Course and also develops tutor skills and knowledge. It is delivered in Host schools around the world to small groups of up to 20 teachers.
Licensed tutors then deliver the Teacher Course, providing their school with cost-effective, school-managed professional development.
The cost of the Tutor Training is AUD$4,850 (plus GST to be applied for Australian venues). The cost covers the training, training materials and lunches and refreshments on the training days. It does not cover other costs, such as for transport or accommodation.
Licensed Tutors deliver the Teacher Course in their schools.
The course incorporates group discussion, small group activities, classroom-based research and highly practical readings. It is designed to develop teachers’ understandings about language and literacy using a functional model of language.
The course entails 30 hours of face-to-face professional development in 10 modules which, when combined with between module activities and readings, is equivalent to more than 60 hours of professional development for teachers.
Are you a trained HLW Tutor?
Why not think about running our Literacy for Learning program? Your experience in running HLW will allow you to apply for a licence. The licence is only AUD3,140 (includes a copy of the program) and you will save on both the travel and accommodation costs involved in attending a course. Contact us at email@example.com about purchasing a licence.
Module 2 considers the relationship between curriculum documents and language outcomes, the steps in the teaching and learning cycle, and the role of genre and register in the cycle and in curriculum planning.
Module 3 explores how language is arranged to achieve its meanings. It uses the functional model of language to identify processes, participants and circumstances in texts. Participants consider the function of active and passive voice and learn to use techniques for moving between active and passive voice.
In this module, participants learn to recognise the patterns of participants and circumstances in a range of genres and registers and develop understandings of nominal groups and nominalisation and the role they play in student work.
In Module 5, participants work with clauses to identify clause boundaries, dependent and independent clauses, non-finite clauses, and embedded clauses and phrases. Participants also analyse the difference between spoken and written language.
Module 7 develops an understanding of how language organises the different levels of the text: clause level, sentence level, paragraph level and whole text level.
It looks at the patterns of orientation at these different levels but also in different registers (especially the role of nominalisation in more formal, academic registers) and different genres.
Module 8 shifts focus to interpersonal meanings and so participants develop their understanding of the impact on language choices according to five aspects: what roles people take on, what their relationships are, what their difference in status and power might be, and what their attitude is not only to others but to the topic they are communicating on.
This module continues the focus on interpersonal meanings by considering the language resources for expressing feelings and judgments and how language is used both in engaging with others and acknowledging their opinions.
In this final module, participants return to aspects introduced in the early modules and consider how language and learning can be scaffolded within the teaching and learning cycle, and how to use frameworks for language development.
"Hugely enjoyed. I can see already that it will have a huge impact in my practice. Extremely valuable."
Nick Bateman, Professional Learning Lead for English Language Learning, Dulwich College, Suzhou
"Best PD I have ever done. This will completely change the way I teach, how I teach, what I teach and in the sequence I teach."
Heather Schulz, EAL Teacher, Horsham West Primary School
"Fantastic – exactly what our school was looking for. Full of practical strategies to effectively teach language."
Thomas Hawkey, EAL/D Teacher, Mabel Park State High School
“Absolutely loved the (TESMC) course. It has had a major impact on me as an EAL teacher."
Caroline Delhommeau – EAL Specialist, Bali Island School
"Impressed and thoroughly appreciative. I feel overwhelmed by how much development I’ve experienced in only a single week."
Benjamin Greuter, IGCSE ESL Coordinator, Ningbo HD Bilingual School
“A very valuable course which has helped me a great deal and prepared me well to help others to help their students.”
Jacob Huckle, English Teacher and Head of EAL, Dulwich College Suzhou
“The (TESMC) course has been valuable as I gained more understanding of how to scaffold students and why it is important.”
Eva Tuecking-Matzner – Grade 5 Homeroom Teacher, YK Pao School
“I thoroughly enjoyed how intellectually stimulating the (HLW) course was, how it made me consider my teaching and how I can improve it.”
Lynette Lingard – EAL/D Visiting Teacher, Dakabin State High School
“I truly enjoyed every single day of the (TYCEMC) training. I can’t wait to go back to school and start to apply all things covered.”
Michelangel Galea – EAL Teacher and LS Assistant, British School of Geneva
“The (TESMC) course provided me with much food for thought about language development.”
Natalie Croome – Teacher Trainer, Education Development Institute, Qatar