TEACHING MATERIALS IN EIL (Aya Matsuda)

Textbook as one of six components of a language curriculum (Brown, 1995)

The other five are needs analysis, testing, teaching, program evaluation, and goals and objectives.

Teaching materials are a good source of input, therefore are significant in teaching a foreign language

TM express, reinforce, and construct a certain world view in a learner.

TM in teaching EIL are directed to prepare the learner to use English to become a part of a globalized world.

Traditional Practices and Principles

Engish is a language with 'multiple norms and diverse systems' (Canagarajah, 2006, p.199)

Traditional EIL teaching materials focus on the 'standard' variety of English, mainly British and American Englishes

It has a number of variations, so everybody learns what variation he/she knows.

These varieties dominate the ELT profession

The analysis of several Japanese texbooks in Japan showed that the non-Japanese main characters were from Inner-Circle countries, specifically the USA and the UK.

Criteria for Evaluating TM

  1. Which variety of English is the material based on?
  1. Are learners enough exposed to other varieties of English?
  1. Does it represent a Variety of speakers?
  1. Whose Cultures are showed?
  1. Does it suit the local contexts?

Textbooks should mostly address to US and Uk Englishes, but should consider the existence of other varieties.

Material Designers should consider that English is mostly learnerd by non-natives to communicate with other non-natives

Possible Sources for Supplemental Materials

Audio-Visuals (videos, songsetc. available on the Internet)

Other textbooks

Newspapers

Official and personal websites