te20303 md lecture 1 130911

8/2/2019 TE20303 MD Lecture 1 130911

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TE 20303

MATERIALS DEVELOPMENT

Week 1Course overview and

introduction: The role of teaching

materialsDr Lee Kean Wah

School of Education and Social Development

University Malaysia Sabah

8/2/2019 TE20303 MD Lecture 1 130911


Course Overview

Main aim:

To provide a synthesis between„principles‟ and „practice‟ by making

links between b/grd issues in AL

where appropriate, and at the sametime looking at the practical design of

materials and methods.

8/2/2019 TE20303 MD Lecture 1 130911


Specific Objective

1. To understand the most common

design principles for teachingmaterials;

2. To critically evaluate the principles

upon which language learningmaterials are based;

3. To assess the relevance of teaching

materials to own teaching context

8/2/2019 TE20303 MD Lecture 1 130911


First half (Wk 1 – 7)

Look at principles on which materials and methodsare based:

Wk 1 – looks at the educational f/w of materialswhich is relevant to ELT practitioners

Wk 2 – linking research (SLA) to best practice

Wk 2 – (Background reading of the context of MD)- Provides an analysis of the growth of thecommunicative approach to language teaching &the implications for materials. Examine some

critiques of the comm appro & try to analyse someof the „post-comm‟ trends in design principles over the last decade, notably the multi-syllabus &process syllabus, & how these relate to actualteaching materials.

8/2/2019 TE20303 MD Lecture 1 130911


Wk 3 – Materials Evaluation

Wk 4 & 5 – analyzing and evaluatingCoursebooks

Wk 4 & 5 –Examining a number of

working models for examining &evaluating textbooks.

Understanding the principles of

textbook construction

8/2/2019 TE20303 MD Lecture 1 130911


Wk 6 & 7 – Materials Adaptation

Offers a working model for teachersto evaluate materials for adoption &selection purposes.

Concerned with how teachers, fromthis understanding of their learnersand the materials they are workingwith, can adapt these materials to

meet the demands of their learners ina given situation.

8/2/2019 TE20303 MD Lecture 1 130911


Second half (Wk 8 -13)

Putting theory into practice

Attempt to relate the principles raised anddiscussed in part 1 to each individual skills

in turn.Wk 9 -12 - see how the theory related toeach individual skill of R, S, L & W hasaffected approaches to the design and use

of materials in the respective areasWk 13 & 14 – summing up - Addressingstudent diversity in the language classroom

8/2/2019 TE20303 MD Lecture 1 130911


Lecture Week 1: Overview

What are Language learning

materials?

What is Materials Development?

What are our roles in Materials

Development?

8/2/2019 TE20303 MD Lecture 1 130911


The roles of Teaching Materials

1. What are „teaching materials‟?

2. What is(are) the function(s) of teachingmaterials in the classroom? What is(are)

their role(s) in the teaching-learningprocess?

3. If you were in a remote area, and youhad no teaching materials would you still

be able to teach English?

8/2/2019 TE20303 MD Lecture 1 130911


Survey

Read the following statements. Indicate whether you “Agree” (A), “Disagree” (D) or are “Not Sure” (NA) about the statements?

1. Teaching materials should be under the controlof the teacher at all times.

2. Teaching materials should not be permanent;they should be disposable or alterable to suitlearners‟ needs and choices.

3. Teaching materials are absolutely essential for

teaching.4. Teaching materials should be flexible to allowlearners the chance to work at their own speedand in their own preferred ways.

8/2/2019 TE20303 MD Lecture 1 130911


5. Teaching materials should allow variableprocedures for carrying out tasks and

variable outcomes, in terms of solutionsto tasks or problems.

6. There should be one main textbook used

by all class teachers in a country orregion or institution to ensure that there isuniformity of standards in teachingEnglish.

7. Teaching materials are reallyunnecessary; learners can learn fromeach other and the teacher withoutneeding printed materials.

8/2/2019 TE20303 MD Lecture 1 130911


8. Teachers should be able to choosetheir own textbooks.

9. Textbooks are useless because they

can never hope to cater for theconstantly changing needs ofteachers.

10.Textbooks encourage teacherdependencyAdapted from Wright, T (1987). Roles of Teachers and Learners.

Oxford: OUP

8/2/2019 TE20303 MD Lecture 1 130911


What are „Language Learning

Materials‟?

Anything which is used by teachers orlearners to facilitate the learning of a language .

Could be cassettes, videos, CD-Roms,dictionaries, grammar books, readers,workbooks or photocopied exercises.

Could also be newspapers, food packages,

photographs, live talks by invited nativespeakers, instructions given by a teacher,tasks written on cards or discussionsbetween learners.

8/2/2019 TE20303 MD Lecture 1 130911


Con‟t

anything which is deliberately usedto increase the learners‟

knowledge and/or experience of

the language.

(Tomlinson, B. (Ed.). (1998).Materials development in language

learning. Cambridge: CUP)

8/2/2019 TE20303 MD Lecture 1 130911


What is „Materials Development”?

“Materials development is theplanning process by which ateacher creates units and lessonswithin those units to carry out thegoals and objectives of the course.In a sense, it is the process ofmaking your syllabus more andmore specific.” [Graves, Kathleen. (2000). Designing Language Courses: A guide for teachers. Boston: Heinle & Heinle. P149]

8/2/2019 TE20303 MD Lecture 1 130911


Con‟t

Materials development refers to“anything which is done by writers,teachers or learners to provide sources of language input and to

exploit those sources in ways whichmaximise the likelihood of intake :in other words the supplying of

information about and/or experience of the language in ways designed to promote language learning .” [Tomlinson, B. (Ed.). (1998). Materials development in language learning. Cambridge: CUP]

8/2/2019 TE20303 MD Lecture 1 130911


Materials development takes place ona continuum of decision-making and

creativity which ranges from beinggiven a textbook and a timetable inwhich to „cover‟ it to developing all the

materials you will use in the class„from scratch‟.

x=======x======x========x

least responsibility most responsibility& decision making & creative

8/2/2019 TE20303 MD Lecture 1 130911


Where is your position in thiscontinuum?

Neither extreme is desirable.

Little room to make decisions and toput to use what they have learnt from

experience, which in effect „deskills‟the teacher

The majority of teachers not paid or

do not have the time to develop all thematerials for every course that theyteach.

8/2/2019 TE20303 MD Lecture 1 130911


What ought to be done?Just because a teacher does not have

responsibility for choosing materials,does not mean she cannot exercisecreativity in using them.Teachers can be involved in materialsdevelopment from the moment they pickup a textbook and teach from it.Because a teacher will inevitably haveto make decisions about how long tospend on certain activities, which ones

to skip or assign for homework if thereisn‟t enough time, which ones to modifyso that they are relevant to theparticular group of students.

8/2/2019 TE20303 MD Lecture 1 130911


What is the basis for materials design?

How is Materials Development seen inthe larger context of the languageteaching & learning process?

Materials and methods cannot be seen in

isolation, but are embedded within abroader professional context. (SeeMackey,1970, & Strevens (1976. 1977) &Stern‟s (1983) models of language

learning/teaching process)Analogy – teacher & materials = driver &cars.

8/2/2019 TE20303 MD Lecture 1 130911


8/2/2019 TE20303 MD Lecture 1 130911


McDonough and Shaw (1993:5) givethis „framework‟ for materials use

8/2/2019 TE20303 MD Lecture 1 130911


McDonough & Shaw‟s (1993)

Framework

Context

learners

Educationalsettings

Implementation ofgoals

Syllabus construction

Materials,classroom methods

8/2/2019 TE20303 MD Lecture 1 130911


Statement of goals – related to the learnersand conditioned by the setting -> leads to

selection of an appropriate type of syllabuscontent & specification.

The broad syllabus outline will in turn havedirect implications for the more detailed

design & selection of materials and tests,the planning of individual lessons, and themanagement of the classroom.

Our focus throughout this course will be

concerned with maximising learningopportunities via providing richcomprehensible input = materials (& alsomethods) .

8/2/2019 TE20303 MD Lecture 1 130911


Conclusion

Our professional activities aslanguage teachers are not carried outin a vacuum and, in Richards‟

(1985:11) words,

“Planning a successful language

programme involves consideration offactors that go beyond mere contentand presentation of teachingmaterials”.

8/2/2019 TE20303 MD Lecture 1 130911


Con‟t Although we work in specific situations withspecific groups of learners, according to aspecified set of aims, our work can bedescribed along a number of shared and

generalizable dimensions.These dimensions are:

The characteristics of learners;

The range of factors in the teaching situation

itself;and the syllabus types available to us as aprofession.

8/2/2019 TE20303 MD Lecture 1 130911


Further reading

Chapters 1 and 2 of Richards, J. C.

(1985): The context of LanguageTeaching. Cambridge: CUP

Chapter 8 of Richards, J. C.

(2001):Curriculum Development inLanguage Teaching. Cambridge:

CUP. p. 252-285

8/2/2019 TE20303 MD Lecture 1 130911


References

1. Tomlinson, B. (Ed.) (1998). Materials

development in language teaching .Cambridge: Cambridge University Press.

2. Graves, Kathleen. (2000). Designing Language Courses: A guide for teachers. Boston: Heinle & Heinle. p.149

3. Stern, H. H. (1983). Fundamental

Concepts of Language Teaching . Oxford:Oxford University Press.

te20303 md lecture 1 130911

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