Lexical Lab offer regular webinars on the 3rd Saturday of every month at 2pm London time

The webinars are generally presented by our co-founders, Hugh and Andrew, but in 2022, we’re delighted to have no fewer than four exciting guest presenters too. All our webinars are delivered via Zoom and include time for Q&As at the end. You will also have access to the recording of the webinar for 14 days after the event.

Each webinar costs £12 and there’s a limited number of annual subscriptions available at the discount price of only £80.

Saturday 15th January
(14:00 London time)
Release the pressure, take out the pain – Chris Roland

Anything and everything you do in a teens’ class will either add to or take away from the existing tension in the room. In this webinar, I shall argue that many of our default teaching techniques add an unnecessary element of strain and I shall draw on the full range of ideas I have fielded over the last two decades to offer small tweaks and alternatives to them. Suitable for new teachers, seasoned veterans, trainers and directors alike.

Saturday 19th February
(14:00 London time)
Mediation: what’s all the fuss about? – Andrew Walkley

Mediation has become a bit of a thing in the last couple of years thanks to the updates to the Common European Framework of Reference. As with anything new in ELT, it has generated a mild amount of panic for some people and total disregard by others. Like many new things in ELT, it turns out to be not that new either! In this webinar, we look at what the CEFR has to say about it, discuss how we might interpret that and whether it’s something to worry about or embrace.

Saturday 19th March
(14:00 London time)
What’s grammar really for? Rethinking our priorities – Hugh Dellar

Grammar has long been at the heart most EFL courses. For many, it’s what makes teaching English as a foreign language an academic subject. As such, we rarely stop to consider what grammar is for. In this talk, I’ll suggest some surprising answers to this question and consider how we may want to reassess our priorities as a result.

Saturday 16th April
(14:00 London time)
Learner training and reflection with young learnersMasha Andreivitch:

This webinar looks at developing learning strategies and reflection on learning in primary classrooms with students aged 7-11. We will explore a variety of activities which encourage young students to track and understand their progress within a task, a class or a longer learning period. We will also look at ideas and activities to help young students develop their language learning skills – both for classroom and self-study settings. 

Saturday 21st May
(14:00 London time)
Principles of language teaching and technology … or what has technology ever done for us? – Andrew Walkley

As a bit of a tech and social media sceptic, I have found myself using both quite a lot in my teaching and learning. In this webinar, I’ll start by looking at some principles of language, learning and teaching and explain how these govern my use of tech – both what I don’t use and what I do.

Saturday 18th June
(14:00 London time)
Catchphrases, comedy and British culture – Andrew Walkley

A common aspect of British culture has long been sitcoms and sketch shows which have produced a myriad of catch phrases that enter into day-to-day discourse.  We’ll look at some of these famous catchphrases and the programmes they came from, and discuss what they may say about British culture.

Saturday 16th July

(14:00 London time)
Making a real difference: interventions that maximize learning potential – Hugh Della

All too often in the field of education, we look for quick fixes. We invest in technology, halve class sizes, jump on bandwagons, and so on. Yet increasingly the research shows that what makes the biggest difference is teachers and what we do in class. Come and along and find out how to maximize your students learning. 

Saturday 20th August
(14:00 London time)

Assessing language lexically – Leo Selivan

The focus of this session is assessment that takes place in class during the learning process, known as formative assessment. Such classroom assessment helps the teacher monitor students’ progress and plan the next instructional steps. We will explore how grammar goals can be assessed lexically and how to ‘embed’ quick assessment opportunities into classroom tasks whose primary focus is on meaning.

Saturday 17th September
(14:00 London time)
A Dogme approach to coursebooks – Hugh Dellar

With its emphasis on conversation, emergent language and a materials light approach, Dogme has long been seen as antithetical to coursebooks. However, in this practical polemic I shall argue that it doesn’t have to be this way and that Dogme can offer sensible guidelines for the use and construction of coursebooks! Reference will be made to the Outcomes series.

Saturday 15th October
(14:00 London time)
How to make language stick – Margot van der Doelen

Do they remember anything we did in class yesterday? The ultimate frustration for the teacher is that even after presenting it in a meaningful and fun way, students forget most of the new language they see in the lesson.  Clearly, there are differences in students’ motivation, strategy and time commitment that means some students ‘learn’ faster than others, but what’s the role of the teacher.  This webinar will look at some factors to take into consideration when providing learning tasks for your students and cover some practical tips for explicit and implicit revision in the classroom.

Saturday 19th November
(14:00 London time)
Language-focused teacher development – Andrew Walkley

Many strands of ELT emphasize the importance of interaction, responding to students language needs in the moment and creating language-rich classrooms. In this talk, we argue that while these are valuable approaches in principle, in practice they demand a lot of teachers – and teacher education and development programmes may not address these problems. We will finish by suggesting some tasks for teachers to develop their language awareness on an ongoing basis.

Saturday 17th December
(14:00 London time)
Translation: Tackling the taboo – Hugh Dellar

For too long, translation has been taboo in too many classrooms. This blanket ban stems from both native speaker dominance AND a failure to appreciate the many benefits translation can offer, resulting in a deskilling of teachers – particularly non-natives. In this taboo-busting talk, I will explore the uses (and, of course, abuses) of L1 use in class.