Teaching materials

important part of most English teaching programs

might be from textbooks, videotapes, internet, and/o pictures

REASONS WHY LANGUAGE TEACHERS MAY CHOOSE TO DESIGN THEIR OWN MATERIAL
(ADVANTAGES)

CONTEXTUALIZATION (Block, 1991)

fit to the learning environment
availability of resources
cost

INDIVIDUAL NEEDS
response to heterogeneity
incorporation of first language and culture
consideration of the level of the learners
appropriateness of challenges and success
appropriateness to organizing principles and focus

PERSONALISATION
greater choice, freedom and scope for spontaneity (Podromou)

TIMELINESS
response to local and international events with up-to-date, relevant, and high interest topics and
tasks

REASONS WHY LANGUAGE TEACHERS MAY NOT CHOOSE TO DESIGN THEIR OWN
MATERIAL (DISADVANTAGES)

ORGANIZATION
lack overall coherence
lack clear progression
physical organization and storage of material
(difficult to locate, maybe damaged, or with missing parts)

QUALITY
seem ragged and unprofessional (Block, 1991, p.212)
may contain error
maybe poorly constructed
lack clarity in lay out and print
lack durability
(should be guided by clear criteria and some experience)

TIME

FACTORS TO CONSIDER IN DESIGNING MATERIALS

LEARNERS
CURRICULUM and CONTEXT
 RESOURCES, EQUIPMENT, and FACILITIES
PERSONAL CONFIDENCE and COMPETENCE
COPYRIGHT COMPLIANCE

LEARNERS
learning needs (listening, reading, writing, vocabulary, grammar, learning preferences)
students experiences (life and education)
first language and level of literacy in it
aspirations, interests, and purpose in learning English

CURRICULUM and CONTEXT

bound by mandated curriculum defining the content, skills, and values to be taught
fit for the needs of the learners

RESOURCES, EQUIPMENT and FACILITIES

dependent on available materials and facilities (computers, internet access, video player,
classroom, etc.)

PERSONAL CONFIDENCE and COMPETENCE

level of teaching experience
perceived creativity or artistic skills
overall understanding of the principles of materials design and production
may modify, adapt or supplement a course book instead of starting from scratch
Add activities to those already suggested
Replace or adapt activities or materials
Change the organizational structure of the activities

COPYRIGHT COMPLIANCE
observant of the copyright laws

TIME
sharing of materials
working in a team
organizing of central storage

GUIDELINES for DESIGNING EFFECTIVE ENGLISH TEACHING MATERIALS

should be contextualized
should stimulate interaction and be generative in terms of language
should encourage learners to develop learning skills and strategies
should allow for a focus on form as well as function
should offer opportunities for integrated language use
should be authentic
should link to each other to develop a progression of skills, understandings, and
language items
should be attractive
should have appropriate instructions
Should be flexible

Tomlinsons 16 principles of material design

Materials should achieve impact.
Materials should help learners to feel at ease.
 Materials should help learners to develop confidence.
What is being taught should be perceived by learners as relevant and useful.
Materials should require and facilitate learner self-investment.
Learners must be ready to acquire the points being taught.
Materials should expose the learners to language in authentic use.
The learners attention should be drawn to linguistic features of the input.
Materials should provide learners with opportunities to use the target language to achieve
communicative purposes.
Materials should take into account that the positive effects of instruction are usually delayed.
Materials should take into account that learners differ in learning styles.
Materials should take into account that learners differ in affective attitudes.
Materials should permit a silent period at the beginning of instruction.
Materials should maximize learning potential by encouraging intellectual, aesthetic and
emotional involvement, which stimulates both right and left-brain activities.
Materials should not rely too much on controlled practice.
Materials should provide opportunities for outcome feedback.