We are excited to be sharing the research conducted in 2020 by Dr. Dorota Pomagalska, ‘Outcomes of a functional grammar-based pedagogy in an intensive English language school’. This report provides a summary of the evaluation of the whole school implementation of an explicit language-based pedagogy …
Spoken versus written language: identifying differences
This month, we give you practical tips on how to identify the differences between spoken and written language. The nature of spoken texts is to construe the world as dynamic, focusing on processes that express human and non-human actions. To do this, spoken language relies on verbs to carry …
The new TESMC and LfL are here: introducing TEMC and 3L
Dear colleagues, We are thrilled to announce today the launch of the new versions/editions of the Teaching ESL students in mainstream classrooms (TESMC) and Literacy for learning (LfL) courses, respectively renamed: Teaching in English in multilingual classrooms (TEMC), and Language and …
New courses: what does it mean for current Tutors?
I am a TESMC/LfL Tutor. How am I impacted? If you are already a TESMC/LfL Tutor, you have a choice between delivering the new TEMC/3L courses or delivering the previous TESMC/LfL courses. With your experience delivering TESMC/LfL and implementing the courses’ pedagogy in your school, we have …
Tutors: Delivering your Teacher Course remotely
Dear colleagues, On behalf of the Lexis team, we send our best wishes to all of you during these uncertain and difficult times. We commend all of you who are working to maintain continuity of education and a much needed sense of normality for your students. The safety and well-being of our …
The explicit teaching of the Narrative genre and its results
The systemic functional model (e.g. Halliday and Hasan 1985, Halliday and Matthiessen 2004), on which all Lexis Education’s courses are based, has had an enormous impact on educational contexts in Australia and around the world. Genre-based pedagogy, where the teaching of grammar is part of an …