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TEACHING MATERIALS IN EIL - Coggle Diagram
TEACHING MATERIALS IN EIL
One of the six components of language curriculum: needs analysis, goals, objectives, testing, teaching and program evalution (Brown, 1995).
Source of input
Textbooks and Audio Visual (AV) materials- provide input which is different from the voice and style of teachers
can be exclusive source of input
EIL (English as-an-International language):
-prepare learners to use Engish to become part of the globolized world
-incorporate linguistically and culturally diversity
-represent English as pluralitic and dynamic entity
-teachers need to rely on materials to show that diverstiy
Traditional Practices and Principles
World-wide spread of English through migration, colonization and globalization
different varieties of English are represented
formal and pragmatic variation across situations
In EIL classroom: develop the sensitivity and awareness towards differences in the language (forms, uses, users)
In traditioanl ELT classroom: materials focuses on "standard" varities from the UK and U.S
Increasing attention and research on world Englishes and EIL: in order to make materials more comprehensible and useful for both teachers and students of EIL
Question in evaluating, selecting and developing materials: how accurately textbooks and teaching materials represent the complex reality of English today
appropriateness of levels
integration of skills
quality and amount of exercieses
Criteria for evaluating Teaching Materials
instructional model of the course should be selected according to the goal of the curriculum, needs of students, varieties of English
Example: goal of the course is to prepare students to study in the UK,so materials and textbooks should be about British English and its culture
Selecting an appropraite model for English instruction
Raising awareness about the linguistic diversity of English
using pre-packaged teaching materials that already have variety of English
example: textbooks with CDs
Listening section of TOEIC includes different speakers from Britian, Australia, New Zealand and North America
Using supplimental materials
created both for pedagogical purposes and non-pedagogical purposes (movies)
include textual, audio and visual samples of other variety of English
easy access through internet
example: Learning about English in India, English language newsparers from India can be used such as
The Times of India
Making Englishes a lesson focus
textbooks based on discussion about the global spread of English
popular magazines writing about this issue
benefit: teacher explicitly teach students about the use of English as an internation language
students learn linguistic, cultural and political implications
cultures are represented
English has become de-anglicized, but English hasn't become de-culturalized (Kachru, 1992)
now intervined with variety of cultures, including national and reginal cultures that are not associated with English
sources of culture
global culture (topics such as peace and envieonment)
culture of future interlocutors (a person who uses British or American English percieve himself as a part of that society since it is impossible to touch upon every culture within countries)
learners' own culture (any material should engage students to explain local culture)
Possible sources for supplemental materials
Pre-packaged materials
Audio-visuals: CD, DVD, and Audio and Movie clips avaliable in the Internet
Media: Newspaper and New scripts
Official Websites: Coutries and cities, International organizations, etc.
Personal websites, Blogs, and social networking sites