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Teaching Materials in EIL : - Coggle Diagram
Teaching Materials in EIL
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INTRODUCTION
The primary focus is on what teachers and administrators regularly do: select published materials and develop their own.
EIL courses and teachers depend on well-designed teaching materials that include ample linguistic samples of world Englishes as well as metalinguistic discussions on and comprehensive representations of the global spread of English.
Textbooks and Audio Visual (AV) materials enrich the classroom input
by providing language samples that differ from the voice and style of the teacher
serve as the exclusive source of input when the teachers themselves
are not fluent in the target language
six components of a language curriculum :
needs analysis
goals and objectives
testing
teaching
TEXTBOOKs
this one is the chosen study topic
program evaluation
CRITERIA FOR EVALUATING TEACHING MATERIALS
the type of variety of English the material is based on
adequateness to other varieties and raising awareness to linguistic diversity
demographic representation of the speakers
represented cultures
appropriateness to local context
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 tend to focus on the "standard" varieties from the UK and the US.
The relationship between teaching materials' representations and the construction of students' language ideology is yet to be empirically verified, but it is at least safe to say that representations that do not accurately capture the reality of EIL use are inadequate in preparing learners for such use of the language.
Steps for Supplementing Materials
NEEDS OF LEARNERS
FILLING THE IDENTIFIED GAPS
MEETING THE NEEDS ADEQUATELY