Language For Life Online (PD340) RE-RELEASED OCTOBER 26TH


A popular professional development grammar workshop for teachers, homeschool parents, psychologists, and speech therapists, aimed at teachers of children ages 9 and upwards.

Product Description

Every English poet should master the rules of grammar before he attempts to break them.

Robert Graves

I want to teach grammar: where do I start?

At my practice, Lifelong Literacy, we have always had enormous fun with lessons about word power. The fact that my students have returned week after week makes me think that they have had fun learning it.

As usual, tailor-making programmes for hundreds of students began to grow into something else. All the facts were distilled and became a useful program. I’ve called it Language For Life. The program is a popular professional development grammar workshop for teachers, homeschool parents, psychologists, and speech-language professionals.

Learn online at your own pace…

To participate in this highly acclaimed course online, just add it to your cart.  You get access to the course for three months and it provides 8 hours of professional development, done at your own pace, in your own time.

…or we can come to you!

To book an on-site Language for Life workshop for your school, please contact us.

Additional information

Start date/s

June 5th 2013

Course duration

5 weeks

Course contact hours

6 hours

5.00 out of 5

review for Language For Life Online (PD340) RE-RELEASED OCTOBER 26TH

  1. Richard A. Hudson

    Grammar for life‘ is the perfect name for a book on grammar, and this book lives up to its name. Grammar is the key to how we use language in life, and the better the grammar, the better the life. Grammar is what makes language creative, allowing the highest form of intelligence.

    Creative syntax combines words in novel ways and creative morphology combines word-blocks to make new words. Creative grammar permits the highest forms of verbal art: poetry, science, jokes, wise advice – as well as lies, nonsense and rabble-rousing.

    Grammar is probably the most important mental ability we have, and the one that distinguishes us most sharply from other animals. But, like any other ability, it doesn’t come to us fully developed by Mother Nature. What grows naturally is just a small part of what adults need to function properly in the modern world. If you can’t combine words or make new words comfortably, then life is limited.

    How then can we help the next generation to the sophisticated grammar that modern society demands? This is where schools come in, and indeed the teaching of grammar has been one of the traditional functions of schools from the earliest days of literate society in the Middle East.

    In foreign languages, schools can teach children everything they need to know, at least at elementary levels; but in the native language, there’s simply too much of it for schools to teach, item by item. Instead, schools can help by teaching children to talk about grammar, to think about it, and to notice it.

    Armed with this mental skill, the skill of thinking about grammar, children can then learn much more easily from the language around them (and especially from their reading).

    Unfortunately, all the English-speaking countries rejected the teaching of grammar in the middle of the twentieth century, and are only just now starting to recognise its value again.

    So what can school teachers do about grammar, a subject that they themselves were never taught? This question is being asked throughout the Anglophone world, and in every country the answer is the same: teachers need imaginative and sensitive support from those who do know about grammar.

    They don’t need a course in grammar; what they need is material which they themselves understand and which they can use immediately with a class. As every teacher knows, there’s nothing like teaching something to deepen your own understanding of it. And of course at the same time, you’re introducing the next generation to the fascinating world of grammar. What a privilege!

    I congratulate Lyn Stone on building an excellent bridge between modern grammar and the primary classroom. The easy explanations, modelled analyses and classroom material should make it highly accessible to school teachers whose expertise lies elsewhere.

    Particularly important, in my opinion, are the very simple diagrams that she offers for showing how the words in a sentence fit together to make a single unified meaning; syntax without diagrams is like geography without maps.

    Both teachers and pupils will appreciate these simple tools for exploring sentence structure; and maybe, in the long run, the children will even have these little diagrams in their minds in their more creative moments.

    Richard A. Hudson, Emeritus Professor of Linguistics at University College London

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