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Teaching Materials in EIL - Coggle Diagram
Teaching Materials in EIL
Matsuda, A. (2012). Teaching materials in EIL. In A. Matsuda (Ed.) Principles and practices of teaching English as an international language (pp. 168-185).
Komila Sayfiyeva, 7T, Webster University, Tashkent
INTRODUCTION
Teaching materilas contribute to L2 teaching is as a source of input
Textbooks and Audio Visuals
serve as exlusice source of input
Teaching materials also express reinforce and construct a certain view of the world
The goal of Teaching EIL
to prepare the learners to use English to become part of the globalized world
to incorporate diversity and to represent English as a pluralistic and dynamic entity
TRADITIONAL PRACTICES AND PRINCIPLES
English has different varieties
One important goal is to develop awareness of and sensitivity toward differences
Traditional EIL materials focus on the standard varieties of English:British and American
PRACTICES and PRINCIPLES for an EIL Framework
Appropriateness of levels
Integration of skilss
Quality and amount of exercises
Criteria for Evaluating Teaching Materials
Which variety of English is the Material based on?
the goal of the curriculum and needs of the students and the variety of English chosed should match
American And British for instructional model may be a reasonable choice
Adequate Exposure and raising the awareness about Linguistic Diversity of English
Focus should be only one variety
pre-packaged teaching materials for increasing awareness
Supplemental materials that created for pedagogical purposes
making it a lesson focus
Does it represent a variety of Speaker?
materials should represent both native and non-native speakers
inclusice representation of speakers fosters sense of ownership of English
inclusion of people who are similar to learner is crucial
Whose Cultures are represented?
Global culture
Topics such as world peace and environmental conservation
Culture of their future interlocutors
Learner's own culture
Is it appropriate for Local Context?
The content of teaching materials are relatable and meaningful for the learners
Steps for Supplementing Materials
Needs of the Learners
Gaps should be identified
Identified gaps should be filled
Possible sources for Supplemental Materials
Other Textbooks and pre-packaged Materials
Audio-Visuals
CD, DVD, Audio and Movie Clips available on the Internet
Media
Newspaper and News scripts
Comparing and Contrasting Articles about different countries can help students to understand diversity
Official Websites
Countries and Cities, International Organizations
Often represent a local perspective on the place
provides factual information
meaningful activity since students research those websites and report back to the class
Personal Websites, Blogs and Social Networking Sites
provides authentic international and multilingual communicative situations
Includes social, regional and situational dialects
exposure to different styles and registers allows students to understand English is as a hyterogeneous and dynamic as their own language