Teaching materials in EIL
EIL (English-as-an-inernational-language) teaching materials
Criteria for evaluating teaching materials
Steps for supplementing materials
Practices and Principles for an EIL framework
Traditional pactices and principles
Possible sources for supplement materials
Textbooks as a teaching material in a foreign classroom
Brown: the significance of textbooks is one of the six components of a language curriculum
Dubin and Olstain: the texbook is the tangible element giving a language course face validity to learners and teachers
The quality and quantity of target language input in acquiring the language can be enriched with Textbooks and Audio-Visual materials
Bardovi-Harlig: Language samples different from the voice and style of the teacher is considered to be a high-prestige source of input
Teaching materials express, reinforce, and construct a certain view of the world
Hino's study of EFL textbooks: teaching materials bothdessiminate knowledge and play a vital role in the construction of students' perception of and beliefs about the target language
The goal of EIL is to prepare the learners to use English to become part of the globalized world, which is linguistically and culturally diverse
Teaching materials: Any systematic description of the techniques and exercises to be used in classroom teaching
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
Material forms: books, workbooks, teachers' resource books, relia, various audio-visuals
Materials development: evaluating and selecting existing materials; adapting or creating materials from scratch; with focus on the components, needs and goals of the curriculum
English is a language with multiple norms and diverse systems, which is a characteristic of heterogeneity
In the context of international communication, different varieties of English are represented
Each speaker uses a variety of English he or she happens to know, while using various communicative startegies to achieve successful communication
In EIL classrooms, one of the important goals is to develop awareness of and sensitivity toward differences - in forms, uses, and users - and to learn to respect those differences
Traditional ELT materials or textbooks are specifically developed for classroom use, and tend to focus on the standard varieties from the UK and the US
This reinforces a common assumption in the field of ELT that English is the language of the Inner Circle
Current representations of English as the language of the Inner Circle speakers also fail to acknowledge the increased use of English among non-native speakers of English
The relationship between teaching materials' representations and the construction of students' language ideology is yet to be empirically verified
The awareness of the context of English, includign its worldwide spread, diversity in its forms and functions, and the increased use among non-native speakers, is crucial for understanding and acquiring English
Main concern in evaluating, selecting, and developing materials is how accurately the textbook and other teaching materials represent the complex reality of English today
In the EIL perspective, there are some questions to ask in order to gauge the comprehensiveness and appropriateness of an EIL representation in teaching materials
Does it represent a variety of speakers?
Whose cultures are represented?
Does it provide adequate exposure to other varieties of English and raise enough awareness about the linguistic diversity of English?
Is it appropriate for local contexts?
Which variety of English is the material based on? Is it the variety my students should learn?
Multiple varieties of English are used successfully in international communication contexts in English
The dominant instructional model of the course should be selected according to the goal of the curriculum and the needs of students
The varieites of English represented in the teaching materials should match the focus of the course
The two most popular choices for instructional models, British and American English, may be a reasonable choice
They are considered legitimate and respected in many international contexts
There is nothing wrong per se with these varieites
It is reasonable for a course or textbook to focus predominantly on ne variety of English
It is neither possible nor necessary for students to become fluent in multiple varieties of English
There are several ways to increase students' awareness of English varieties using appropriate materials
CDs accompanying textbooks with samples of different varieties of English
The listening section of the current TOEIC test including speakers from Britain, Australia, New Zealand, and North America
Pre-packaged teaching materials that already include multiple varieties of English
Exposing students to different varieties of English through supplemental materials; created for pedagogical and non-pedagogical purposes
Textual, audio, and visual samples of other varieties of English
Increasing students' meta-knowledge about Englishes by making it a lesson focus
These materials allow teachers to explicitly teach students about the use of English as an international language and its linguistic, cultural, and political implications
The worldwide spread of English has also changed the demographics of English users
The materials used in the classroom represent both native and non-native speakers, particularly those similar to learners themselves
Language classes often incorporate the teaching of culture as part of their content because language and culture are considered inseparable
Language constructs and reflects culture
Rules about the appropriateness of language use are clture-specific
Culture holds a legitimate space in language teaching, and consequently, in materials we teach with
The first source of cultural content is global culture including topics that cut across national boundaries and are relevant to the global society as a whole
The second source would be th eculture of their future interlocutors
The third possible source of cultural content for EIL materials is the learners' own culture
Each culture has a way of teaching and learning that is historically situated in the local context
The content of teaching materials is relatable and meaningful to larners, as students learn better when they can relate to the material and find the material real and meaningful themselves
3-step spproach of identifying supplemental materials to the core textbook
- Does the teaching material in question meet the needsof the learners adequately?
- How can the identified gaps be filled?
1.What are the needs of learners?
Once the gaps are identified, the materials that would fill the gaps can be found
A needs analysis should have been completed as part of the curriculum development
Once needs are identified, any gaps between learners' needs and what materials provide can be explored by asking further questions
Media: Newspapers and news scripts
Official websites: Countries and cities, international organizations
Audio-visuals: CD, DVD, and audio and movie clips available on the internet
Personal websites, blogs, and social networking sites (SNS)
Other textbooks and pre-packaged materials