Teaching Materials in EIL (Aya Matsuda)
1. Introduction
Language teaching is as a source of input.
English to become part of the globalized world
Focuses on the evaluation, selection, and development of teaching materials
Materials including books, workbooks, teachers’ resource books, realia, and various audio-visuals
2. Traditional Practices and Principles
English is unique in that
(Kachru, 1986).
(Canagarajah, 2006, p. 199)
(Friedrich & Matsuda, 2010;
The existence of multiple legitimate varieties of English is rarely represented in ELT textbooks
Problems
One problem of such representation:
It is incomplete and limited
Leads to confusion
Students do not understand the significance of the uses
3. Practices and Principles for an EIL Framework
Accurate teaching materials
complex reality of English
evaluating, selecting, and developing materials
integration of skills being taught in class
4. Criteria for Evaluating Teaching Materials
Which Variety o f English is the M a te ria l Based on?
Is it the Variety my Students Should Learn?
We have a wide variety of Englishes to choose
Goal of the curriculum
Textbooks and other materials must introduce students to British
Business professionals to relocate to Hong Kong
Learners to a kind of Hong Kong English used in business
American or British English
The two most popular choices for instructional models
May be a reasonable choice
One key issue here is selection
5. Does it Provide Adequate Exposure to O ther Varieties o f English and Raise Enough Awareness about the Linguistic Diversity o f English?
Focus predominantly on one variety of English
Become fluent in multiple varieties of English is not important
Different social and situational dialects
There are several ways to increase students’ awareness
Using appropriate materials
Pre-packaged teaching materials
Multiple varieties of English
Supplemental materials
movies
textual
audio
visual samples
6. Does it Represent a V ariety o f Speakers?
Second Reason
(Graddol, 1997; Smith, 1983; Widdowson, 1994)
Materials represent both native and non-native speakers
First Reason
Third Reason
They serve as the role model
Native and non-native English speakers
Graddol wrote in his book, The Future of English
English is used as a medium of communication.
7. Steps for Supplem enting Materials
Question I: W hat are the Needs o f Learners?
Question 2: Does the Teaching M a te ria l in Question M eet the Needs of the Learners Adequately?
Question 3: How can the Identified Gaps be Filled?
8. Possible Sources for Supplem ental M aterials
Other Textbooks and Pre-packaged M aterials
ia: Newspapers and News Scripts
O fficial Websites: Countries and Cities, In tern atio n al O rganizations, etc.
Personal Websites, Blogs, and Social Netw orking Sites (SNS)
Other Textbooks and Pre-packaged M aterials
9. Conclusion
Notes
Applying the Ideas
Exploring the Ideas