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Teaching Materials in EIL by Aya Matsuda - Coggle Diagram
Teaching Materials in EIL
by Aya Matsuda
Brown (1995) acknowledges their significance as one of six components of a language curriculum along with needs analysis, goals and objectives, testing, teaching, and program evaluation. Dublin and Olstain (1986) “the tangible element that gives a language course face validity to many learners and teachers is the textbook”
Selection :
a step-by-step approach to identify what supplemental materials are needed.
Question 1: What are the Needs of Learners?
Where, with whom, and for what purposes will they be using English?
Question 2: Does the Teaching Material in Question
Meet the Needs of the Learners Adequately?
vDoes it expose students to English varieties they are likely to be exposed to in real situations where they use English for international communication?
vDoes it represent English users that are similar to the learners themselves as well as their future interlocutors?
vDoes it include content information that is relevant to the learners and would be useful in accomplishing their communicative goals?
vDoes it help students develop an awareness of the linguistic and cultural diversity of English and a sense of the linguistic ecology that English is part of?
Question 3: How can the Identified Gaps be Filled?
an exclusive and high prestige source of input
a vital role in the construction of students’ perception of and beliefs about the target language
Definition of Teaching materials “any systematic description of the techniques and exercises to be used in classroom teaching” which is “broad enough to encompass lesson plans and yet can accommodate books, packets of audio-visual aids, games, or any of the other myriad types of activities that go on in the language classroom” (Brown, 1995, p. 139).
Forms of TM:books, workbooks, teachers’ resource books, realia, and various audio-visuals.
Careful selection of published materials and creation of original materials become particularly critical to strengthen the curriculum
Evaluation of TM
One characteristic of English used in international settings is its heterogeneity
different varieties of English
Traditional ELT teaching materials, especially textbooks and other materials specifically developed for classroom use, tend to focus on the “standard” varieties from the UK and the US.
Which Variety of English is the Material Based on?
Is it the Variety my Students Should Learn?
Does it Provide Adequate Exposure to Other Varieties of English and Raise Enough Awareness about the Linguistic Diversity of English
Does it Represent a Variety of Speakers?
Whose Cultures are Represented?
Is it Appropriate for Local Contexts?
Criteria for Evaluating Teaching Materials
Development
Possible Sources for Supplemental Materials
Audio-Visuals: CD, DVD, and Audio and Movie Clips Available on the Internet
Media: Newspapers and News Scripts
Official Websites: Countries and Cities, International Organizations, etc.
Personal Websites, Blogs, and Social Networking Sites (SNS)
Other Textbooks and Pre-packaged Materials