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Teaching Materials in EIL by Ayas Matsuda - Coggle Diagram
Teaching Materials in EIL by Ayas Matsuda
Introduction
Textbooks and Audio Visual (AV) materials enrich the classroom input by providing language samples that different fro the voice and style of the teacher.
'"Broad enough to encompass lesson plans and yet can accommodate books, packets Audi-visual aids , gamester other myriad types of activities that go in the language classroom"(Brown,1995,p.139)
Materials can be in different forms:books, workbooks, teachers' resources, realia, and various audio-visuals.
Traditional Practices and Principles
The world-wide spread of English through migration , colonization , and globalization has resulted in the institutionalization of the language in multiple countries, where the language has become nativized and a new norm for the localized English has emerged(Kachru, 1986)
Traditional ELT teaching materials focus on :
Standard varieties:From the UK and the US
Natural varieties
Materials published specifically for classroom use -as opposed to "authentic"materials individual teachers choose to bring in - tend to be based on and reinforce a common assumption in the Field of ELT
A language is not merely a combination of discrete linguistic and metalinguistic knowledge , but rather a dynamic system embedded in a social context(Berns,1990;Halliday , 1978)
Practices and Principles for an EIL Framework
Teaching materials represent the complex reality of English today is one of many questions one must ask in evaluating, selecting , and developing materials.
The appropriateness of levels, integration of skills being taught in class , and quality and amount of exercises are some examples of questions teachers ask, regardless of their commitment to bringing in the EIL perspective .
Criteria for Evaluating Teaching Materials
Which Variety of English is the Material Based on?Is it the Variety my Students Should Learn?
Multiple varieties of English are used successfully in international communication contexts in English .
For instance, if the central goal of the course is to prepare students to study in the UK , the textbooks and other materials which introduce students to British (academic) English and its culture(s).
Does it provide Adequate Exposure to Other Varieties of English and Raise Enough Awareness about the Linguistic Diversity of English?
It is reasonable for a course or textbook to focus-predominantly on one variety of English because even in an EIL course, it is neither possible nor necessary for students to become fluent in multiple varieties of English.
Several ways to increase students' awareness of English varieties using appropriate materials
Pre-package teaching
Supplemental materials
Non-pedagogical purposes
Meta-knowledge
Such materials allow teachers to explicitly teach students about ue of English as an international language
Does it represent a variety of speakers?
Graddol wrote "Native speakers may feel the language 'belong' to them , but it will be those who speak English as a second or foreign language who will determine its world future"
Widdowson (1994) wrote "How English develops in the world is no business whatever of native speakers in England, the US or anywhere else.
The process of learning to use EIL involves a process of claiming ownership of the language .
Whose Cultures are represented ?
Global culture :include topics that cut across national boundaries and are relevant to the global society as a whole
Culture of their future interlocutors
learners own culture
is it Appropriate for Local Context?
The context of teaching materials is relatable and meaningful to learners , as educational research suggests that students learn better when they find materials
Steps for Supplementing Materials
The above criteria help material writers create materials more applicable for EIL
What are the need of Learners?
A need analysis should have been completed as part of the curriculum development
Does the teaching material in Question Meet the Needs of the Learners Adequately?
The needs are identified , any gaps between the learners' needs and what the materials provide .
How can the Identified Gaps be Filled?
Advancements In instructional media, including the internet allow teachers do it.
Possible Sources for Supplemental materials
Other textbooks and pre-packaged materials with explicit and implicit references
Audio-visual:CD, DVD, and Audio as well as Movie Clips available on the Internet
Media:Newspapers and news scripts
Official Websites : Countries and Cities,International Organizations.
Personal Websites , Blogs , and Social Networking Sites(SNS)
Conclusion
The role of teaching materials in EIL, also criteria and modification suggestions presented .