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Teaching Materials in EIL by Aya Matsuda - Coggle Diagram
Teaching Materials in EIL by Aya Matsuda
Teaching materials
Workbooks
Teachers' resource books
realia
various audio-visuals
Books
Process of materials development
selecting existing materials
adapting
evaluating
creating from scratch for a particular students
students' needs or goals and objectives
Traditional Practices and Principles
Traditional ELT teaching materials
textbooks
focus on the "standard" varieties from the UK and the US
dominance of the "Inner Circle"
Canada
Australia
the UK
the US
Scotland
The chapter presents:
steps for modifying or supplementing teaching materials currently in use
possible sources for the supplemental materials
criteria for selecting and developing teaching materials for EIL classrooms
Practices and Principles for an EIL Framework
selecting
developing materials
evaluating
Criteria for Evaluating Teaching Materials
The dominant instructional model of the course
the needs of the students
matching focus of the course varieties of English represented in the teaching materials
goal of the curriculum
Increasing students' awareness of English varieties
Pre-packaged teaching
CD
textbooks
TOEIC (Test of English for International Communication
Australia
New Zealand
Britain
North America
Supplemental materials
Pedagogical purposes
Non-pedagogical purposes
Audio
Visual samples of other varieties of English
Textual
Meta-knowledge about Englishes
textbooks
articles
discussion
Use of English as an international language and its cultural, linguistic, political implications
Textbooks on English for international business
readings on principles of cross-cultural business negotiation
cultural differences in business ethics
specific to the professional
discipline-specific community
The first source of cultural content
Global culture
topics about national boundaries
world peace
course assignments
class discussions
content for readings
environment conversation
global society
Students can
write
discuss
read
conduct research on such topics as the spread of
multilingualism
language ecology
English
language rights
The second source would be the culture(s) of future interlocutors
geographical spread and the functional diversity
co-existing with local languages
the language for international communication
the dominant language of the society
The third possible source is learner's own culture
"English-speaking culture"
maintain an equal
mutually-respectful relationship with others
stereotypical -culture
"sushi" for Japan
"soccer" for Brazil
a desire to establish
Newspapers and New Scripts
Linguistic analysis
A class discussion
Personal & Social websites
regional
situational dialects
social