Please enable JavaScript.
Coggle requires JavaScript to display documents.
Teaching Materials in EIL, TEACHING MATERIALS IN EIL AYA MATSUDA -…
Teaching Materials in EIL
Different ideas about the usage of textbooks and other teaching materials in the foreign language classroom
Brown (1995)
6 components of a language curriculum along with needs analysis, goal and objectives, testing, teaching and program evaluation.
Hino's study
Japanese English as a foreign language (EFL) textbooks showed how the representation of nationalism changed over time and brought the political climates of the country in each period.
Teaching materials do not only disseminate knowledge but may also play a vital role in the construction of students' perceptions of and beliefs about the target language.
Dubin & Olstain (1986)
the process of curriculum design is clear to teachers but not always for leaners
Bardovi-Harlig (1996)
textbooks and Audio Visual (AV) materials enrich the role of classroom input by providing language simples that differ from the voice and style of the teacher. They are often regarded as a high prestige source of input by foreign language students.
Matsuda (2002)
Most language learners are learning the language for international communication that has aimed to focus almost exclusively on these varieties of English.
The Inner Circle particularly the UK and the US, is also apparent in representations of English users. Moreover, they tented to play more significant roles, producing more words and contributing more substantially to the dialogues.
Crystal (1997), Graddol (1997)
the effectiveness of the Outer Circle and the Expanding Circle is on the use of English exclusively among non-native speakers
Berns,(1990); Halliday (1978)
a language is not merely a combination of discrete linguistic and metalinguistic knowledge, but rather a dynamic system embedded in a social context.
Pavlenko & Norton (2007)
EIL learners rely on English textbooks and other teaching materials to create an imagined community
Criteria for selecting and developing teaching materials for EIL classrooms
Steps for modifying or supplementing teaching materials currently in use
Possible sources for the supplemental materials
other Textbooks and Pre-packaged materials
Audio- Visuals: CD, DVD, and Audio and Movie Clips Available on the Internet
Media: Newspaper and News Scripts
Official websites: Countries and Cities, International organizations, etc.
Personal websites, blogs, and social networking sites (SNS)
Identification of what supplemental materials are needed.
the context of EIL specifically starts with the question: where, with whom, and for what purposes
A need analysis is a part of curriculum development but it demands some careful re-examination
the needs are identified by asking most frequent questions
the gaps are identified by advancements in instructional media and the Internet
wide range of English to choose from when selecting an instructional model for English instruction.
American and British English - the two most popular choices for instructional models that is a reasonable choice
a combination of different social and situational dialects, rather than multiple regional varieties of English becomes fluent in multiple varieties of English
the demographics of English users that are used not only for native or non-native English speakers but also for communication exclusively among non-native speakers of English.
Practices and Principles for an EIL Framework
the textbook and other teaching materials represent the complex reality of English today that one must ask questions in evaluating, selecting, and developing materials.
TEACHING MATERIALS IN EIL
AYA MATSUDA