In our experience, language learning is not a linear process. Rarely is language presented by a teacher or coursebook, practiced, and then acquired, allowing the class to move on to the next grammar structure or set of words. However, coursebooks can give the impression that learning does work in this way, especially if you consider how frequently they follow a uniformly ordered grammar syllabus and provide the same format of lessons across all levels.
In this webinar, we will look at how taking a more realistic view of grammar and vocabulary development can lead to a better understanding of learners’ needs. By providing the “space” for language to emerge, it takes the students beyond the book’s syllabus and reveals important learner needs at all levels.
Andrew Walkley has 25 years’ experience as a teacher, trainer and materials writer. He is currently the co-director of Lexical Lab (lexicallab.com) an educational services provider specialising in course design and consultancy, material writing and teacher training. With Lexical Lab, he runs a variety of training courses for people in English Language education as part of a Summer school. He is the co-author of several coursebook series - Outcomes, Innovations and Perspectives (National Geographic Learning) and the methodology book Teaching Lexically (Delta Publishing).
Hugh Dellar is a teacher, teacher trainer and course book writer based in London. He has over twenty-five years’ experience in the field and is the co-founder of Lexical Lab. He has co-authored two five-level General English series, Outcomes and Innovations, both published by National Geographic Learning, as well as one level of the high-school series Perspectives. His first methodology book, Teaching Lexically, came out via Delta Publishing in 2016.