Bases and Frameworks of

Materials Design and

Development
By Shama Kalam Siddiqui
Masters in English Language and Literature Teaching Management
Ateneo De Manila University
TESOL Certified; Arizona State University.
Materials Development in
Language Teaching
Brian Tomlinson (Chapter 4)
Materials What does it mean?
Are there other types of materials?
What could they be?
Overview of the presentation

1. Understanding materials
2. What are the broad types of materials
3. A framework for materials
4. Case Study
5. Understanding how to create our own
framework
What are materials

anything which is used by teachers or

learners to facilitate the learning of a
language.

Tomlinson,1998,p.2
What are materials?

any systematic description of the

techniques and exercises to be used in
classroom teaching.

Brown,1995, p.139
Classifying materials

By purpose (Instructional, Authentic)

By format (Paper-based, Audiovisual,

Electronic)

By creator (Commercial, In-house)

 How would you classify the
following materials according to
the categories just seen?
Example 1: Posters
Example: 2 Movies
Example 3: CDs
Example 4: Software
Example 5: Website
Example 6: Apps
Framework

Set Objectives

Derive Content from Objectives

Establish a sequence for content

Define Exercises For each content

Decide on your materials for accomplishing your
objectives and developing content
Framework

Developing materials
Adopting

Developing

Adapting
Framework

Adopting Selecting existing materials

Developing Creating your own materials

Selecting and making adjustments to

Adapting materials
The teachers path through production of
new materials
Framework

In order? Or flexible?
Evaluation is essential
Evaluate by students and experts
Type of evaluation will depend on the context
1. Identification of need for materials
This may be for many reasons : change of focus of the class from general to
exam English, materials are inappropriate or out-dated, the medium has
changed from paper to technology.
2. Exploration of need
What combination of needs do the students have ? Do they need to
practice the Simple Past in a Reading medium ? Do they need to know
instructions in a speaking context ?
3. Contextual realisation of materials
This stage is when your materials come alive for your learners as you
have tried to balance their language needs, learning styles, tastes,
cultural awareness and perhaps their technological level
4. Pedagogical realisation of materials
The tasks and instructions to achieve your aims
5. Production of materials
Online or paper ? Copies needed ?
6. Students use of materials
Does the material practice the language aim of the
lesson ? Do the students find them useful ? Are there any
complications that you didnt think of ?
7. Evaluation of materials against agreed objectives
Does it practice the skill/language needed ? Did the
students enjoy it ? Was it too easy or difficult ? Was the
timing about right ? Any extension opportunities ? Could
you use a different approach to the materials ? Is it possible
to differentiate the materials in order to use with a range of
classes ? Does it provide opportunities for students to have
real input into the class ?
Universal Framework?
Is it possible?
Some Questions I ask myself Phase 1
Initial Questions

What do the materials aim to do and what

do they contain?
What do the materials make your learners
do while they are learning?
How do the materials expect you to teach
your learners in the classroom?
Some Questions I ask myself Phase 2
Your learners and the materials

Are the materials appropriate to your

learners needs and interests?
Are the materials appropriate to your
learners own approaches of language
learning?
Are the materials appropriate to the
classroom teaching and learning process?
 Presentation of materials.
Can we contribute as teachers?
If so, how?
Case Study 1: Materials for Upper
Intermediate
Case Study 2:
Case Study 3: Business English
Identification of need

Materials to help Indian students learn English

over Skype or Google hangouts. Primary lesson
plans would include passages, follow up
questions and role play that the instructor would
be able to simulate a business meeting.
Exploration of Language

Professionals are looking to improve communication

with clients. Hence the language has to be
conversational and practical.
Contextual Realization

Simple yet efficient language needs to be introduced.

Some common business jargons and customs that are
prevalent in India. Certain modules could be
introduced to include business cultures of other
countries to bring a global approach to learning.
Pedagogical Realization

Classes would be ideal if they were short 25 minutes to

50 minutes. This is so that the sessions could be fit in
between meetings. Using the 80-20 ratio where the
students gets more speaking time could be an added
advantage.

Create short videos to simulate the outline of the class

for the teacher. Shows a live perspective on how to
start a class by connecting the content to a real life
situation.
Use of Materials

-> PDF or Image copies which may be downloaded

->Lessons must be optimized for printing and easy
viewing on the mobile, computer, tablet and laptops.
->Lesson plan for teachers may be included to ensure
standardization of delivery of lessons. Also, reduced
preparation time.
Physical Production

Linked to the website for easy download for teacher

and student.
Overview of the lesson plan and
students copy
Teachers Copy
Students Copy
Teachers Copy
Students Copy
Summing Up

The most effective materials are those which are

based on a thorough understanding of learners needs
Teachers understand their own learners best.
Teachers become researchers and they are more
sensitive and responsive to their learners learning
needs and preferred learning styles.
Summing Up

* All teachers need a grounding in materials writing.

Writing materials is part of teaching practices and
following frameworks of materials writing also help
them to develop a set of criteria to evaluate materials
produced by others.
*All teachers teach themselves.
When picking input, and working with frameworks and
procedures teachers 'teach themselves' and this
enable them to produce more effective materials.
Summing Up

* Trialling and evaluation are vital to the success of

any materials

*Students are the end users of the materials. Along with

teacher feedback it is crucial to allow the students to
use and test the material. Recording the feedback and
incorporating them into the materials is essential where
planning a framework for materials design.
 References

1. Brown, J.D. (1995). The elements of language curriculum: A systematic approach to

program development. Heinle & Heinle Publishers.
2. Crawford, J. (2002). The role of materials in the language classroom: Finding the
balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language
teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge
University Press.
3. Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
4. Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University
Press.
5. British Council: ELT Textbooks and materials: Problems in Evaluation and Development