universityofcaldas-languagelearningresources

1. LANGUAGE LEARNING RESOURCES

2. Didactics and language learning
resources
According to Oerbaek (2008), the term “didactics” originates
from the Greek Didaskein, which means to teach, to educate.
In EFL, didactics is a major component of teacher education
because it revolves around the answers to the questions
“what”, “how”, and “why”.
Navarro and Piñeiro (2012) define didactics as the discipline
that studies techniques, procedures, strategies, and methods
to enhance the teaching process for students to approach in a
wide, deep, and significant way knowledge… (p. 234).

3. John Amos Comenius (The great didactic)
The proper education of the young does not consist in stuffing
their heads with a mass of words, sentences, and ideas dragged
together out of various authors, but in opening up their
understanding to the outer world, so that a living stream may
flow from their own minds, just as leaves, flowers, and fruit
spring from the bud on a tree.
Didactics and language learning
resources

4. John Amos Comenius (The great didactic)
• Disapproved of
- the tradition of studying grammar and memorizing texts.
- the severe teaching methods in schools, which diminished
student interest in learning.
• Proposed
- a revolution in methods of teaching so that learning might
become rapid, pleasant, and thorough.
- matching students' stages of development and the level of
instruction.
- lesson planning from easy to complex at a slow and
deliberate pace.
Didactics and language learning
resources

5. Didactics and language learning
resources
John Amos Comenius (The great didactic)
(1) learning foreign languages through the mother tongue as a
frame of reference for unfamiliar words to become
meaningful.
(2) presenting ideas through objects and images rather than
words.
(3) starting with the use of familiar concepts to introduce the
new language.
(4) beginning with simple exercises before proceeding to more
complex contents.
(5) Presenting simplified vocabulary and specific examples to
help students understand rules or structures.

6. Didactics and language learning
resources
• Communicative language teaching (Jack Richards)
• A reaction away from
- a grammar-focused approach
- a great a priority to accuracy
- the sentence as the unit of presentation and practice.
• A set of principles about
- communication as the focus of teaching and learning
- communicative competence as the goal of language
teaching through tasks, role plays, information sharing,
and so on.
- the provision of opportunities for students to
practice language use through the classroom materials
and activities.

7. Didactics and language learning
resources
Linguistic competence
- Mastery of the language based on studying structures and
the grammatical rules of the language.
- Ability to create accurate sentences in the language.
- Knowing the rules of sentence formation.
Communicative competence
- Knowing how sentences are used in communication naturally
and appropriately.
- The capacity to use language in ways that appropriate for the
context, the participants, and their relationships.
Rethinking syllabuses and materials for a language course
(functions, tasks, fluency activities, different texts, etc.)

8. Didactics and language learning
resources
Essentials for successful ELT (Farrell & Jacobs, 2010)
An approach to teaching English for enabling language learners
to use language functionally, meaningfully and appropriately,
instead of correctly. It impacts:
• the goals of language teaching,
• how learners learn a language,
• the kinds of classroom learning activities,
• the roles of teachers and learners.
Phase 1: functional and skill-based teaching (60’s)
Phase 2: communicative competence – appropriate and varied
language use (70’s – 90’s)
Phase 3: agreed principles about
linguistic/communicative competence,
complementing
accuracy/fluency,
reception/production (90’s – until now).

9. Didactics and language learning
resources
Essentials for successful ELT (Farrell & Jacobs, 2010)
CLT is a paradigm shift because in order to successfully
implement it, we must change our thinking about teachers,
students, learning, and teaching a second language.
A move away from behaviorist psychology and structural
linguistics toward socio-cognitive psychology and
contextualized, meaning-based views of language.
Partially implementation because of two reasons:
- Separate understanding and limited picture of
communication.
- Separate implementation and challenging change.

10. Didactics and language learning
resources
Stop understanding the CLT shift in a piecemeal (fragmented)
in order to implement it in a holistic manner.
How? Considering eight major changes associated with the
language education field in a more integrated fashion.

11. Language learning
resources
Resourcing and materials (Scarino & Liddicoat, 2009)
ASPECT ATTRIBUTES
1. The purpose A. A range of engaging learningexperiences.
2. Selection B. Interpretations, expressions, and perspectives.
3.Authenticity C. Resources do not exit in isolation in a learning
program.
4.Adaptability D. Input, scaffolding, reflection / Multiplicity in uses
/ Critical users.
5. Contemporary E. Theories of language learning and culture /
Matching resources and learninggoals
6. Critical use F. Actual contemporary use.
Enlarge understanding of language &culture.
7. Relationship/Connection G. Effective teachers / Partial pix of language and
culture.
8. Learners H. Dynamic language & culture // Contemporary
relevance for Ss.
9. Resourcebank I. Maximize value for particular learners //
Personalization to connect resources to learners.

12. Language learning
resources
Resourcing and materials (Scarino & Liddicoat, 2009)
1. The purpose 2. Selection 3. Authenticity
D. Input, scaffolding,
reflection // Multiplicity in
uses // Critical users.
E. Theories of language
learning and culture //
matching resources and
learning goals.
F.Actual contemporary us
/// Enlarge understanding
of language & culture.
4. Adaptability 5. Contemporary 6. Critical use
I. Maximize value for
particular learner //
Personalization to connect
resources to learners.
H. Dynamic language &
culture // Contemporary
relevance for Ss.
G. Effective teachers //
Partial pix of language
and culture.
7.
Relationship/Connection
8. Learners 9. Resources bank
C. Resources do not exit
in isolation in a learning
program.
B. Interpretations,
expressions, and
perspectives.
A. A range of engaging
learning experiences.

13. Language learning
resources
Managing resources: equipment and teaching aids / Using
materials (Gower, Walters & Philips, 2005)
The board
The OP
Visuals
Worksheets & workcards
The Cassette recorder (The CD player)
Video
Computers
The photocopier
Published materials: coursebooks, skills books, readers,
supplementary books, references books, resources books,
CALL.
Authentic materials

14. Language learning
resources
resources
Educational technology and other learning
(Harmer, 2004)

15. Language learning
resources
resources
Educational technology and other learning
(Harmer, 2004)
and things: realia, pictures, cards,
Students
Objects, pictures,
cuisenaire rods.
The coursebook
Ways of showing: the board, the OHP, the flip chart,
computer-based presentation technology.
Ways of listening: CDs, MP3
Ways of finding out: dictionaries, concordances, the internet.
Ways of composing: word processing/editing, mousepals,
chat, blogging, authoring, website design.
Virtual learning: from emails to simulated environments.

16. Language learning
resources
resources
Educational technology and other learning
(Harmer, 2004)
RESOURCES ACTIVITIES
Students Thoughts – Experiences
Realia Stimulators / Evocative objects
Pictures Drills / Games / Understanding / Ornamentation /
Prediction / Discussion
Cards Matching and ordering / Selecting / Card games
Cuisenaire rods Word stress / Structures / Prepositions
Coursebook Omit and replace / Change: add, rewrite, replace,
reorder, reduce.
The board Note-pad / Explanation aid / Picture frame / public
workbook / game board / Notice board

17. Language learning
resources
resources
Educational technology and other learning
(Harmer, 2004)
RESOURCES ACTIVITIES
OHP Grammar exercises, pictures, diagrams, gradual
work.
The flip chart Making notes, recording main points, group work.
Computer-based
presentation
Computer and data projector, PowerPoint, IWB.
Dictionaries Paper dictionaries (bilingual or monolingual), CD-
ROMs, electronic pocket dictionaries, online
dictionaries.
Concordances Word research and vocabulary exploration.
The internet References, encyclopedias, webquests.
Composing Word processing/editing, keypals, chatting,
blogging, authoring (hot potatoes), websites
(Google sites)

18. Language learning
resources
Materials and resources for ELT (Trujillo & Salvadores, 2004)
• The blackboard
• Visual aids
• The textbook
• Hand-made
materials
Traditional
resources
• The OHP
• The audio player
• The video player
and camera
Audio and visual
resources • Physical setting
• The internet
• Off-line use
• On-line use
ICT in the
teaching of
English

19. Language learning
resources
Resource What? Why? How?
The learner
The board
The OP
Visuals
Worksheets and
workcards
Cassettes/CDs/MP3
Videos/Cameras
Computers
The photocopier
Published materials
Authentic materials

20. Language learning resources
The role of materials in the language classroom (Crawford,
2002) - Attitudes
Debilitating crutch: Ts reduce to
classroom technicians and
implementers.
Helpful scaffold: Materials as
guides and negotiating points.
O’Neill (1982): Uniqueness of the Loewenberg-Nall and Feiman-
class cannot be met. Nenser (1988): Assist
Littlejohn (1999): Reduction of the inexperienced T
s
T’s role. Donoghue (1992): Source of info
Allwright (1981): Make decisions for and support for experienced T
s
Ts and Ss. Hutchinson and Torres (1994):
Nunan (1989): Fail to provide - Agent for change: training,
authentic models. guidance, collegial support, clear
Walts (1989): Fail to contextualize. picture.
Kaplan & Knutson (1993): Fail to - A structuring tool = social
address discourse. routinisation reduces
Apple (1992): Materials are not unpredictability and unfamiliarity.
neutral. - A useful map: Negotiation,
accountability, and orientation.

21. Language learning resources
The role of materials in the language classroom (Crawford, 2002)
Materials contribute to goals and content but they cannot determine
either. What is learnt is a product of the interaction between
learners, teachers and the materials at their disposal. Teachers do
not teach what materials writers write just as learners do not learn
what teachers teach.
Effective materials:
- Functional and contextualized.
- Purposeful use of language.
- Realistic and authentic.
- Audiovisual/Multimedia oriented.
- Written and spoken genres.
- Learner autonomy.
- Flexible to learner differences and contexts.
- Affective and cognitive engaging.

22. Language learning resources
The role and design of instructional materials (Richards, 2001)
Roles/Functions
Authentic vs created materials
Textbooks: Evaluation for selection and adaptation for use.
- A source of language - Reference
- A learningsupport - A source ofactivities
- Motivation and stimulation - Asyllabus
- A support forteachers
Effect on motivation Motivating for learners
Authentic cultural information Built around a graded syllabus
Exposure to real language Accessible and no-time
Develop Ts’creativity consuming
Contain difficult language

23. Language learning resources
Materials development or preparation
1.Establish goals and objectives.
2.Develop a plan/structure.
3. Choosing input and sources (grammar, listening, reading,
writing, speaking materials)
4. Selecting exercises: Bottom-up, top-down, interactional,
involving linguistic (questions, summaries, info reorganization)
or nonlinguistic responses (picture sequencing, matching, etc.)
5. Organize and develop materials.
6. Pilot, review and edit
Monitoring the use of materials
Observation
Written reports
Feedback sessions
Reviews
- Relevance
- Develop expertise and reputation
- Flexibility
- Cost
- Quality
- Training

24. Language learning resources
Guidelines for designing effective ELT materials (Howard & Major,
2005)
Factors Guidelines
Learners 1. Contextualized 6.Authentic
Curriculum and
context 2. Interactive 7. Progression of skills
Resources and
facilities 3. Learning skills 8.Attractive
Personal confidence
and competence 4. Form and 9. Appropriate
Copyright function focus instructions.
Time
5. Integrated 10. Flexible
language use.

25. Language learning resources
Key aspects for developing instructional materials (Núñez, Pineda &
Tellez, 2004)
1. Prerequisites
- Objectives and materials congruency
- Prior knowledge activation
- Type of interaction
- Effectiveness
2. Design and motivation: attention, relevance, confidence, and satisfaction.
3. Content contextualization and exposure to L2
eye-
4.Visual layout: clarity, info distribution, legibility, varied activities,
catchiness.
5. Recommendations: systematize the process and avoid piracy.