This document discusses the role of teaching materials in language classrooms and their connection to ideology. It argues that teaching materials can either help students develop critical thinking or reinforce misconceptions, as they regulate how language is used and produced in educational contexts. The development of curriculum depends on context and individuals, and pedagogical choices have ideological implications for learners. Language planning aims to promote critical thinking, so teachers must consider the implicit values and assumptions presented to students. Teaching materials are ideological constructions that can shape students' and teachers' perceptions of the world, so they should allow diverse viewpoints and critical analysis of discourses around culture, politics and society.

1. Teaching Materials: A Critical Position about the Role they play in the Language Classroom.

2. Reflection: What do you think the role of schools in Colombia is? Is this the same all over the world? What is the role of teaching materials in foreign languages? Are Colombian EFL teachers preparing students for a global world?

4. To develop cultural and ideological awareness.

8. Teaching Materials: Conceptual Considerations. Krashen: They function as stimulus to promote learning. Tomlinson: they can be anything used to increase the learner’s knowledge and/or experience of the language. Martín: Vital resources that stimulate and develop students’ linguistic skills. Materials are meaningful constructions of reality and truth. They create mental images and representations of everything related knowledge.

9. TeachingMaterials and Ideology Materials are ideological contructions to deal with language matters and the world. Teaching materials can determine the perception of the world students and teachers build up in regards to linguistic and pragmatics. They are related to discourse and ideology.

10. Teaching Materials and Critical Thinking Critical thinking refers to a whole pedagogy that empowers Ss to think and reason more carefully. Both, teachers and Ss can question the content of the materials and discern their implicit worldview. Both can criticize the social, political, economical and cultural discourses of the materials provided by official institutions. Materials should permit Ss to express diverse viewpoints respecting differences and see the implications. Materials can be means of “EMANCIPATION”

11. What Does This Have to Do with Colombia?

12. Remembering Recalling and recognizing previously learned material, such as a fact, a definition, or a theory. Key words: choose, find, define, label, spell, list, select, write, tell. Tell about the main character in the story? Where do people find her?

14. Key words: discuss, outline, explain, summarize, restate, describeDescribe in your own words the setting of the story. Explain what happened to La Llorona’s children?

15. Applying Using learned material in new situations. Practice is essential at this level. Key words: apply, select, plan, solve, use, show, calculate, build, develop When you were a child, how did you feel when you heard the story of La Llorona? What do you think parents should tell their children about La Llorona?

17. Key words: distinguish, categorize, compare, contrast, examine, separate.

19. Key words: assess, judge, decide, argue, debate, prove, support, defend, dispute.

21. Are our teaching materials developing critical thinkers? Are we assuming a critical position towards the curriculum, content and material previously given? Thanks……..