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TEACHING MATERIALS IN EIL by Aya Matsuda (2012) - Coggle Diagram
TEACHING MATERIALS IN EIL
by
Aya Matsuda (2012)
INTRODUCTION
Brown (1995) language, textbooks, other teaching materials "6 components of a language curriculum" "needs analysis", "goals and objectives", "testing", "teaching", and "program evaluation"
Dubin and Olstain (1986) argue that with the above and advocates for textbooks
Teaching materials - as a source of input
Textbooks and Audio Visual (AV) materials - enrich the classroom input - differ from the voice and style of the teacher - source of input - teacher is not fluent in the target language (TL)
High-prestige source of input (Bardovi-Harlig, 1996)
Hino's study (1988a) of Japanese English-as-a-foreign-language (EFL) textbooks - representation of nationalism - overtime change - political climate of the country
Teaching materials - disseminate knowledge - construction of students' perception of beliefs about the target language
EIL (English - as-an-international-language )courses and teachers - depend on - well-designed teaching materials
Evaluation - selection - development of teaching materials in the EIL classrooms
Brown (1995, p. 139) books, packets of audio-visual aids, games
The chapter presents
Criteria of selection and development of TM (teaching materials) for EIL classrooms
Steps of modification or supplement TM currently in use
Possible sources for the supplemental materials
TRADITIONAL PRACTICES AND PRINCIPLES
Heterogeneity
Friedrich and Matsuda (2010)
"standard British /American English"
Matsuda (2002)
Canagarajah (2006, p. 199) "multiple norms and diverse systems"
The dominance of the Inner Circle (Kachru, 1985)
Analysis of seven 7th-grade textbooks used in Japan from 1997 - 2002 (Matsuda, 2002)
Matsuda (2003) some students may assume that England belongs to the Inner Circle
Outer and Expanding circle - less than 10 %of the total (Crystal, 1997; Graddol, 1997)
Kachru (1986)
Matsuda and Friedrich (2011)