Professional Documents
Culture Documents
Instructional Materials
Curriculum Development
By: Nafiri Muhammadi
4. Adapting Textbooks
5. Preparing Material for a Program
6. Managing a Materials Writing Project
7. Monitoring the Use of Materials
Introduction
Teaching materials are a key component in most language
programs. Whether the teacher uses a textbook, institutionally
prepared materials, or his or her own materials, instructional
materials generally serve as the basis for much of the language
input learners receive and the language practice that occurs in
the classroom.
In the case of inexperienced teachers, materials may also serve
as a form of teacher training they provide ideas on how to
plan and teach lessons as well as formats that teachers can use.
Much of the language teaching that occurs throughout the world
today could not take place without the extensive use of
commercial materials.
Introduction
Printed:
books, workbooks, work-sheets
Nonprintend:
TEACHING
MATERIALS
Introduction
The Role of Materials in Language Teaching:
Cunningsworth (1995, 7)
Created materials
refers to textbooks and other specially developed instructional
resources.
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Textbooks
The use of commercial textbooks in teaching has both advantages and
disadvantages, depending on how they are used and the contexts for
their use.
Advantages
Textbooks
Disadvantages
Evaluating Textbooks
Before one can evaluate a textbook information is needed on the
following issues:
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Evaluating Textbooks
2. The teachers in the program
How experienced are the teachers in the program and
what is their level of training?
Are they native speakers of English? If not, how well do
they speak English?
Do teachers tend to follow the textbook closely or do
they use the book simply as a resource?
Do teachers play a part in selecting the books they teach
from?
Are teachers free to adapt and supplement the book?
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Evaluating Textbooks
3. The learners in the program
Is each student required to buy a book?
What do learners typically expect in a textbook?
Will they use the book in class and at home?
How will they use the book in class? Is it the primary
source of classroom activities?
How much are they prepared to pay for a book?
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Evaluating Textbooks
Criteria for Textbook Evaluation
Cunningsworth (1995) proposes four criteria for evaluating textbooks,
particularly course books:
1.
2.
They should reflect the uses (present or future) that learners will
make of the language. Textbooks should be chosen that will help
equip students to use language effectively for their own purposes.
3.
4.
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Evaluating Textbooks
DudIey-Evans and St. John (1998, 173) suggest that operating
with so many categories is often not very practical and it is easier
to use two or three key criteria in the first instance and then
apply others if or when needed. They propose the following
questions to ask when selecting ESP materials:
Adapting Textbooks
Most teachers are not creators of teaching
materials but providers of good materials. DudleyEvans and St. John (1998, 173) suggest that a good
provider of materials will be able to:
1.
2.
3.
4.
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Adapting Textbooks
Commercial textbooks can seldom be used without some
form of adaptation to make them more suitable for the
particular context in which they will be used. This
adaptation may take a variety of forms.
1.
2.
3.
4.
5.
6.
Modifying content.
Adding or deleting content.
Reorganizing content.
Addressing omissions.
Modifying tasks.
Extending tasks.
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Advantages
Disdvantages
Relevance
Cost
Develop expertise
Quality
Reputation
Training
Flexibility
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ordering a sequence of
pictures
comparing texts and pictures
matching
using illustrations
completing a document
mapping it out
using the information in a text
jigsaw reading
Involving a linguistic
resource to the text
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Conclusion
We have disscussed about the role and design of instructional materials
with particular focus on print materials and textbooks. Teaching materials
are a key component in most language programs. When plans regarding
the role of materials in a language program are made, an initial decision
concerns the use of authentic materials versus created materials.
Commercial textbooks together with ancillaries such as workbooks,
cassettes, and teachers guides are perhaps the commonest form of
teaching materials in language teaching. With such an array of
commercial textbooks and other kinds of instructional materials to choose
from, teachers and others responsible for choosing materials need to be
able to make informed judgments about textbooks and teaching
materials. Evaluation, however, can only be done by considering
something in relation to its purpose. A book may be ideal in one situation
because it matches the needs of that situation perfectly. The same book
in a different situation, however, may turn out to be quite unsuitable.
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Conclusion
In cases where institutionally developed materials are being considered
for a language program, both the advantages and the disadvantages of
setting up a materials development project need to be carefully
considered at the outset. It is also important to understand the nature of
materials development and the processes that are typically involved if
quality materials are to be created. When the process of writing begins,
further decisions need to be made, these concern choosing input and
sources and selecting exercise types.
Materials writing projects are of different scope and dimensions. Some
may be the responsibility of an individual teacher; others may be assigned
to a team of writers. The management of a team-based writing project
involves addressing the following issues: (a) selecting the project team, (b)
planning the number of stages, (c) Identifying reviewers, (d) Planning the
writing schedule, (e) Piloting the materials, and (d) Design and
production.
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Conclusion
No matter what form of materials teachers make use of, whether they
teach from textbooks, institutional materials, or teacher-prepared
materials, the materials represent plans for teaching. They do not
represent the process of teaching itself. As teachers use materials they
adapt and transform them to suit the needs of particular groups of
learners and their own teaching styles. These processes of transformation
are at the heart of teaching and enable good teachers to create effective
lessons out of the resources they make use of. It is useful, therefor, to
collect information on how teachers use course books and other teaching
materials in their teaching.
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