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Teaching Materials in EIL by Aya Matsuda - Coggle Diagram
Teaching Materials in EIL by Aya Matsuda
Traditional Practices and Principles
Canagarajah (1986) mentions that conversely to other languages, English is considered to be the unique language that includes all multiple norms and diverse systems.
Kachru (1986) states that due to colonization, migration and globalization, the English language spread throughout the world where English was taught as a native language.
Since English was used as a native language by other countiries, the variations of English are noticible in the language.
Nowadays, the English language is used by other nations focusing on meaningful communication rather than avoiding variations.
Friedrich and Mastuda (2010), EIL teaching targets to teach ESL learners diversities of English by including in the teaching materials.
In traditional English, the teaching method focuses only on the standard variaities of UK and USA English.
Inner Circle of is being dominant in the countiries in which English is being taught.
The study in Japan revealed that the majority of materials in the textbooks are encircled Us, Canadian and UK English, however, 10 % of Expanding Circles are included in the teaching materials in Japan.
Introduction
Teaching materials and textbooks play an important role when teaching a foreign language.
According to Brown (1995), the textbooks and teaching materials are supposed to meet the requirements of goals and objectives, needs analysis, and curriculum.
Furthermore, teaching materials serve as a source of input if they are created according to the six components mentioned above requirements.
Audio and video materials enrich the lesson when L2 teachers are not very fluent in the target language.
According to Bardovi-Harlig (1996), audio-visual materials serve as an exclusive source of input to share with L2 learners. Moreover, teachers have opportunities to apply original voice and teaching stlte.
Avoiding a monoholic and static strategy of teaching the foreign language, EIL aims to use international language practicing it linguistically and culturally.
The freedom of selecting teaching materials allows teachers to create original materials to avoid the similarity reflecting the real world.
Brown states that teaching materials serve as a systematic description of the techniques, and exercises become the source of teaching language classroom encompassing lesson plans and providing with books, packets of audio-visual aids, games, and any other interactive activities.
Practices and Princples for an EIL Framework
When developing, evaluating, and selecting materials for EIL the designers encounter challenges.
The difficulties that the L2 teachers may face will be the complexity of reflecting the real world
The framework includes the appropriateness of the levels, integration of skills, quality of the materials, and some examples of questions.
Furthermore, the comments bring the positive perspectieves to the future pedagogy of the EIL teachers.
The comprehensiveness and appropriateness are the considerations that the PP EIL Framework includes.
Criteria for Evaluating Teaching Materials
Vareities of English and Materials
Multiple varieties of English provide a wide range of options to select for the preparation of English materials and teaching mode.
The proper method of teaching English always belongs to the goals, objectives, and curriculum of the course.
For instance, when L2 learners are supposed to be prepared to study in England, British cultures are included in the language course.
If the purpose of the course is to prepare the students for business courses, Hong Kong English will be used.
Mostly, British and US English can be reasonable in the ESL teaching context since they are considered to be the standard language.
Adequate Exposure to Other Varieties of English
Considering the needs wants, and lack of learners, choosing the predominant English is the best solution to create materials for EIL courses.
Even though Many English speakers use dialects and other varieties of English, they construct successful conversations using a limited range of English varieties.
The impression of the varieties could be negative which brings less confidence to the learner's speeches.
L2 teachers may increase learners' awareness by playing pre-teaching packaged materials as examples of multiple varieties of English.
Created supplementary materials are another way of exposing the different varieties of English.
Variety of of Speakers
English users have been changed demographically since English spread globally.
Exclusive English communications are often heppen between native and non-native English speakers.
According to Graddol (1997), the assumption that non-native English speakers learn something while talking to native ones turned into not valid information anymore.
The materials which are created by both native and non-native speakers are used by native speakers as well.
The third reason is the inclusion of English speakers that serves a role in the EIL model.
The early EIL materials were created for the imagined community of English speakers. Therefore, nowadays they are not suitable for today's learners.
The Culture Differences
Since culture is considered to be an inseparable part of the language, It is always taught together.
The structures of the language reflect the culture by which the language norms are set.
The diversity of cultures often confuses the confusion of the relationships of the language and varieties of cultures.
According to Kachru (1992), the variation of English does not mean becoming de-culturalized.
In ESP contexts, the contents of teaching materials are naturally tied to specific purposes to prepare learners.
For instance, in business English cultures interstate since future business managers should be aware of them to reach the beneficial negotiation.
Whether the context is appropriate for Local people
McKay (2002) states that the appropriateness of contexts of teaching materials is often identified by comparing the contexts with curriculum, methodology, and teaching materials.
Some people argue that not all teaching materials are suitable in a particular context although nothing wrong with the materials. The reason for that is that the context of the materials is not appropriate.
When unfamiliar values are planned to include in the lesson, careful responses and planning should be considered.
In order to align the students' awareness with the materials' contexts requires further research.
Steps for suplimenting materilas
In many cases, L2 teachers are required to supplement the core textbooks.
Since the goals of the course often vary, teaching resources also vary.
Supplementing the materials should follow the criteria of material modifications.
Needs of the learners
Before starting supplementing materials, the Initial thing to do is looking throuigh the learners' needs.
The needs analysis should be conducted before designing the curriculum of the course, however, sometimes it should be rechecked for the purposes of developing materials.
Considering the EIL context, questions may be asked about the place, the person and the purpose of the speakers.
Whether questions meet the learners' needs.
The questions should include the varieties of English which are used in the real communication.
Future learners and interlocuters should be taken into consideration when questions are asked.
Questions should be appropriate to the learners, goals and objectives of the lesson; useful for future conversations.
Questions should develop students' linguistic awareness and cultural diversity.
The ways of filling identified gaps
Once materials are created, there is a hogh potential of finding the gaps in the materials.
Advancements in using instructional media give access to teachers to a variety of Internet and media-based materials.
Possible sources of Suplimental Materials
textbooks and Pre-packeged Materials
Since most of the textbooks and pre-packaged materials are created based on the standard languages like UK and USA, they do not consider the EIL learners.
Many textbooks and other materials are used in language programms in the Inner-Circle countries have global and multinational representations.
Those mateirals that are mentioned above could be used in both topics and users.
Audio-visuals
Radio and TV broadcasts, DVD or CD materials can be used in the EIL contexts to provide learners with engough variations of English lanaguge.
These kinds of materials help EIL learners to improve their problem-solving abilities and higher-order thinking skills.
However, extracts from the movies can challenge the students.
Media: Newspapers and News Scripts
English newspapers and articles serve as the base of the variations of English which bring linguistic analysis
Some topics of the newspapers and articles can be a good pooprtunity for group discussions.
Comparing and contrasting articles from different sources allow students to understand the compeeting perspectives.
Official websites
Websites are also valuable sources of information about other countries.
Govermental websites provide great chances to now about touristic places and people.
The data is given not only factual perspectives of the country but also local news which is sterotyped by outsiders.
Once students acquire the information, they report back to their classes or through the activity.
Personla Websites, Blogs, and Social Networking
Social networking and blogging is the place where teachers assign students to represent their comprehension of the lesson.
Young and adult learners are already practicing their languages using blogs and internet profiles like Facebook and Myspace.
Such Internet websites allow students to listen to a variety of dialects, which differ from standard ones.
Social networking gives opportunities to compare the formal coded language with different dialects.
Conclusion
The current chapter discusses the roles of teaching materials in the EIL contexts.
Furthermore, it provides a number of questions that help to create teaching materials aproaching properly to the needs of students.
Moreover, it also demonstrates the steps of identifying the needs to be supplemented and examples of supplement materials.
However, this article did not adress the ways of developing teaching materilas.
As selecting and modifying teaching materials are crucial parts of the material development, it always focuses on the quality of exercises, compatibility with the orientation of the curriculum, and difficulties of English; among other issues of teachers.