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Instructional Materials in ELTInstructional Materials in ELT

Contents:

Instructional materialsTextbooks: to use or not to useUniversal features of textbooksCriteria for textbook evaluationA framework for textbook adaptationAuthentic materials

Instructional Materials

Introduction

It is ironical that those teachers who rely most heavily on the textbooks are the onesleast qualified to interpret its intentions or evaluate its content and method ( Williams, 1983, p.251 ).

Factors that determine the use or non-use of a textbook include:the teachers’ own teaching stylethe resources available to themthe accepted standards of teaching in the language school concerned

Pros & Cons of textbooks ( see Richards, 2005 )Textbooks & Syllabuses

Textbook Features: Approach

Dissemination of a vision (theory or approach) about:

the nature of languagethe nature of learning how the theory can be put to applied use

Textbook Features: Content

1. Stating purpose(s) and objective(s)

For the total course For individual units2. Selection and its rationaleCoverageGrading OrganizationSequencing 3. Satisfaction of the syllabus

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A. To the teacher Providing a guide book Giving advice on the methodologyGiving theoretical orientations

Key to the exercises

Supplementary materialsB. To the student Piecemeal, unit-by-unit instructionGraphics (relevant, free from unnecessary details, colorful, etc.)

Periodic revisionsWorkbook

Exercise and activities In the classroom Homework Sample exercises with clear instructionsVaried and copious

Periodic test sections Accompanying audio-visual aids

Other Textbook Features

Physical Make-up

Appropriate size & weightAttractive layoutDurabilityHigh quality of editing and publishingAppropriate titleAdmin. Concerns

Macro-state policiesAppropriate for local situationCultureReligionGender Appropriate price

Textbook Evaluation Criteria

External (what we have: characteristics of particular teaching situations) Learner characteristics Physical environment ResourcesClass size

Etc.Internal (what the book offers)

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Choice of topicsSkills covered

Proficiency level Grading of tasks

Etc.

a set of criteria claimed to be “ consistent with the basic linguistic, psychological, and pedagogical principles ”

a rating scheme which provides a method for judging the comparative weightings of atextbook’s merits, and

a chart/graph which provides a visual comparison between the evaluator’s opinion of the book and a hypothetical ideal model, hence facilitating a quick and easy display of theevaluator’s judgment.

Textbook Adaptation: A Framework

Authentic Materials

The concept of authenticityText authenticity ( source, language )Task authenticity ( likely or not in real-life communication )Learner authenticity ( text & task as perceived by Ls )

The Pros & Cons of authentic materials ( this is for self-reflection or class discussion )The needs to use authentic materials in current ELT ( CLT-based, ESP, task-based etc. )Authentic materials & the selected syllabus

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References

Allwright, R.L. (1981). What do we want teaching materials for? ELT Journal , 36 (1), 5-18.

McDonough, J & Shaw, C (1993). Materials & methods in ELT. Oxford: Blackwell.

Nunan, D (1995). Language teaching methodology . London: PhoenixRichards, J (2005). The role of textbooks in a language program. Online atwww.professorjackrichards.com/

Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal , 42 (4), 237-246.

Tomlinson, B. (Ed.). (1996). Materials development in language teaching . Cambridge:CUP

Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum , 13, 355-361.

Ur, P. (1996). A course in language teaching: Practice & Theory . Cambridge: CUPWilliams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3),

251-255.

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