Scribd
Upload
2K views7 pages

2 Materials Development Who Should Developed

This document discusses key aspects of materials development for language teaching. It addresses materials development as both a field of study and a practical undertaking. As a field of study, it examines principles and procedures for designing, implementing, and evaluating language teaching materials. As a practical undertaking, it involves producing, evaluating, and adapting materials for classrooms. The document also discusses what types of materials can be used, who should create materials, how materials should be developed and evaluated, and other considerations in the process.

Uploaded by

IMELDA TORRES
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
2K views7 pages

2 Materials Development Who Should Developed

This document discusses key aspects of materials development for language teaching. It addresses materials development as both a field of study and a practical undertaking. As a field of study, it examines principles and procedures for designing, implementing, and evaluating language teaching materials. As a practical undertaking, it involves producing, evaluating, and adapting materials for classrooms. The document also discusses what types of materials can be used, who should create materials, how materials should be developed and evaluated, and other considerations in the process.

Uploaded by

IMELDA TORRES
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 7

MATERIALS DEVELOPMENT

Tomlinson, B.
https://www.academia.edu/36454579/Developing_Materials_f
or_Language_Teaching
MATERIALS DEVELOPMENT
• It is both a field of study and a practical
undertaking.
• As a field of study, it studies the principles and
procedures of the design, implementation and
evaluation of language teaching materials.
• As an undertaking, it involves the production,
evaluation and adaptation of language teaching
materials, by teachers for their own classrooms and
by materials writers for sale or distribution.
MATERIALS
• Include anything which can be used to facilitate the
learning of a language.
• Can be linguistic, visual, auditory or kinaesthetic
• Can be presented in print, through live performance
or display, or on cassette, CD-ROM, DVD or the
internet’ (Tomlinson,2001, p. 66).
• Can be instructional, experiential, elicitative or
exploratory, in that they can inform learners about the
language.
• Can provide experience of the language in use.
• Can stimulate language use
• Can help learners to make discoveries about the
language for themselves
WHO SHOULD DRIVE MATERIALS?

• Most commercial MATERIALS are written by


professional materials writers writing to a brief
determined by the publishers from an analysis of
market needs (Amrani,2011).
• TEACHERS throughout the world only need a
little training, experience and support to
become materials writers who can produce
imaginative materials of relevance and appeal to
their learners.
HOW SHOULD MATERIALS BE
DEVELOPED?
• COMMERCIAL MATERIALS are written over a
long period of time by a pair or small group of
writers
• The materials usually take a long time to produce
because these days most of the materials
published are courses (supplementary books are
generally not considered profitable enough).

• Large team approach to writing materials: aims at


fast first draft production by many people followed
by refinement by a smaller group of experts.
HOW SHOULD MATERIALS BE
EVALUATED?

• Materials are often evaluated in an ad hoc,


impressionistic way, which tends to favour
materials which have face validity and which are
visually appealing.

• To ensure that materials are devised, revised,


selected and adapted in reliable and valid ways,
procedures which are thorough, rigorous,
systematic and principled must be established
OTHER ISSUES
1. Do learners need a coursebook?
2. Do learners need published materials at all?
3. Should materials be learning or acquisition focus?
4. Should published materials be censored?
5. Should materials be driven by theory or practice?
6. Should materials be driven by syllabus needs?
7. Should materials aim for language development
only or should they also aim for personal and
educational development?
8. Should materials aim to contribute to teacher
development as well as language learning?

You might also like