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Teaching Materials in EIL :check: - Coggle Diagram
Teaching Materials in EIL :check:
Introduction
Teaching materials contribute to foreign language as a source of input
Adding to providing valuable language input, teaching materials also express, reinforce and construct a certain view of the world.
A goal of teaching EIL is to prepare the learners to use English to become part of the world
This paper focuses on the evaluation, selection and development of teaching materials in EIL classrooms
Teaching materials can be defined as "any systematic description of the techniques and exercises to be used in classroom (Brown, 1995, p. 139)
The primary focus is on what teachers and administrtors regularly do: select published materials and develop their own.
Traditional Practices and Principles
Owning heterogenity, English is unique as a language with multiple norms and diverse systems
EIL teaching materials' goal should be to develop awareness of and sensitivity toward differences - in forms, uses, and users - and learn to respect those differences
Today, rather than switching to a distinct international variety of English, each speaker uses a variety of English he or she happens to know while using various communicative strategies to achieve successful communication
The dominance of the Inner Circle (Kachru, 1985), particulary the UKand the US, is also apparent in representations of English users.
One problem of English representations language and its users is that it is incomplete and may result in a limited and scewed understanding of who speaks English and for what purposes
The awareness of the context of English, including its worldwide spread, diversity in its forms and functions, and the increased use among non-native speakers, is crucial for understanding and acquiring English
Practices and Principles for an EIL Framework
In evaluating, selecting and developing materials, how accurately the textbook and other teaching materials represent the complex reality of English
Criteria for Evaluating Teaching Materials
Which variety of English is the material based on?
As a possible and reasonable choice, American or British English are considered legitimate and respected in many international models
Does it provide adequate exposure to other varieties of English and raise enough awareness?
It is neither possible nor necessary for students to become fluent in multiple varieties.
There are several ways to increase student's awareness of English varieties using appropriate materials
One is pre-packaged teaching materials that already include multiple varities of English like CDs of textbooks
Another way is through supplemental materilas - both those created for pedagogical purposes and non-pedagogical purposes
Another way to increase students' meta-knowledge about Englishes is by makingit a lesson focus.
Does it represent a variety of speakers?
one characteristics of English today is that English no longer belongs exclusively to native speakers of English (Graddol, 1997)
The process of learning to use EIL involves a process of claiming ownership of the language
EIL learners rely on English textbooks and other teaching materials to create an imagined community
Whose cultures are represented?
The first source of cultural content is global culture which includes topixs that cut cross national boundaries and are relevant to the global society as a whole
The second source would be the culture(s) of their interlocutors where English is lingua franca
The third possible source of cultural content for EIL materilas is the learner's own culture
Is it appropriate for local contexts?
It is important that the content of teaching materials is relatable nad meaningful to learners
We must ensure that students are not offended and alienated by the representations in the textbook, to the point that their commitment to learning is adversely affected
Adding to this, this is not suggest that we should avoid to stories about snow when teaching in tropical countries
In fact, it is a great learning opportunity if the story serves the window to parts of the world and ideas children have never considered before
Steps for Supplementing Materials
Question 1: What are the needs of learners?
Question 2: Does the teaching material in question meet the needs of the learners adequately?
Question 3: How can the identified gaps be filled?
Possible Sources for Supplemental Materials
Other Textbooks and Pre-packaged Materials
many textbooks that are used in language programs in the Inner-Circle countries also have global and multinational representations, both in terms of topics and users.
Audio-Visuals
Clips from radio and TV program or DVD, audio or movie clips
Media: Newspapers and New Scripts
Broadcast new clips, script of the news clip, links to related articles or websites
Official Websites
Websites provide factual information about other communities and also represent local perspective on the place
Personal Websites, Blogs, and Social Networking Sites
Interactive space on the web provides authentic international and multilangual communicative situations and teachers may take advantage of them
These personal and social websites include social, regional, and situational dialects that differ from what is perceived as the standard variety
Conclusion
When selecting and modifying materials there are basic criteria such as the compatibility with the orientation of the curriculum, quality of exercises and the difficulty level of English