Materials Development

1. MATERIALS IN ELT :
Looking Ahead
by Sue Garton and Kathleen Graves
Presented by :
Novika Rosalinda Ridwan
Dian Eka Rachmawati
Aprilianty Widyastuti

2. Importance of
English
• Lowering the age of
compulsory English in
schools
• The provision of school
subjects in English
• The required use of
materials that may not
match the teacher’s
background
Countries’
policy
decisions
• Materials development
• Teaching and teachers’
preparation
• Learner-readiness
• Available resources,
particularly technology
Huge
challenges

3. Themes to consider for material
developments for English as a
globalised language
• The content of materials for English as a globalised
language
• Teachers’ effective use of materials
• The affordances of technology for language learning

4. • Much of their content is still based on an EFL view.
• It raises questions about the future content of materials.
• Localising materials connects them to the learners’ world and
matches local practices and curriculum
• Localising content enables learners to talk and write about their
own experiences, concerns, and culture through English
The content of materials for English as a
globalised language

5. Teachers’ effective use of materials
The effectiveness of classroom materials ultimately depends on
how they are used by teacher and learners and how that use
enables learners to become competent in the language,
however competence is defined.

6. Humphries (Chapter 15) outlines a range of
factors that affect a teacher’s use of
materials including:
• understanding of language and how it is learnt, and of
learners;
• the teacher’s own experience of learning and confidence
in English;
• and contextual factors such as the culture of the school
and perceptions of the purposes for learning English.

7. • Seargeant and Erling’s (2011: 16) suggestion that not
only teachers, but also learners and community
members should be consulted by policy makers applies
to materials as well:
•
“What is needed for ELT to be transformational, then, is
an ongoing dialogue between practitioners (that is
learners, teachers, and the surrounding community) and
policy makers which will enable a dialectic which can
tailor English language education to the local needs of
communities attempting to engage fully in a rapidly
globalising world.”

8. Teachers have ‘funds of knowledge’ This
knowledge includes:
• How to manage a classroom,
• Understanding learner’s backgrounds, and
• Understanding the teacher’s role.

9. Bosompems’ study (Chapter 7) found that:
novice teachers were reluctant to adapt materials
because they did not feel it was permissible to
make changes to the curriculum.

10. In summary, the effective use of materials
depends on the teacher’s understanding
of the materials, on the fit with their
beliefs, expertise, and experience, and
on their ability to adapt the materials to
their particular learners.

11. Three Aspects to a critical understanding of materials by
Augusto Navaro, de Oliveira and Abreu-e-Lima
The Power of PowerPoint | thepopp.com 11
• learning key theories of language as a foundation for
their choices
• identifying how theories are represented in materials
• Analysing how effective specific materials might be for a
given group of learners

12. When teachers can critically analyse materials in terms of
theoretical frameworks, their learners’ needs, and their own
practice, they will be equipped to use and adapt materials
effectively

13. The Affordance ofTechnology for
language learning
The Power of PowerPoint | thepopp.com 13
• In Bangladesh
• The program on their cell phones
• – to listen to, answer questions about,
and practise English dialogue.
• The aim is for the learners to gain
confidence and develop
communication skills that they can
then use for their own purposes
• In Portugal and Italy
• Including IF programs, Google
docs, the Internet – to carry
out interactive activities in
English.
• Technology and English are
the means for reading and
writing fiction and learning
science.

14. CONCLUSION
Technology provides new paths to language learning. It
affords greater autonomy to students than print materials
because, in terms of content, it gives students access to
varied, authentic, spoken, and written sources of English;
in terms of process, it provides interactive tools for
constructing andco-constructing knowledge in English