The document discusses the importance of didactics in English language teaching, emphasizing the evolution of teaching methods from traditional grammar-focused approaches to communicative language teaching. It highlights key figures like John Amos Comenius and their contributions to modern educational practices, advocating for learner-centered approaches that prioritize functional use and understanding of language. Additionally, it addresses the role of teaching materials and technological resources in facilitating effective language education.

1. UNIVERSITY OF CALDAS
SCHOOL OF ARTS AND HUMANITIES
MASTER’S DEGREE IN ENGLISH LANGUAGE TEACHING
LANGUAGE LEARNING RESOURCES
YAMITH JOSÉ FANDIÑO

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. Didactics and language learning
resources
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.

4. Didactics and language learning
resources
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.

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
complementing
linguistic/communicative
competence,
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
communication.
- Separate implementation and challenging change.
of

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 learning experiences.
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 learning goals
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. Resource bank
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, E. Theories of language F. Actual contemporary us
reflection // Multiplicity in learning and culture // /// Enlarge understanding
uses // Critical users.
matching resources and of language & culture.
learning goals.
4. Adaptability
5. Contemporary
6. Critical use
I. Maximize value for H. Dynamic language & G. Effective teachers //
particular
learner
// culture // Contemporary Partial pix of language
Personalization to connect relevance for Ss.
and culture.
resources to learners.
7.
Relationship/Connection
8. Learners
9. Resources bank
C. Resources do not exit B.
Interpretations, A. A range of engaging
in isolation in a learning expressions,
and learning experiences.
program.
perspectives.

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
Educational technology
(Harmer, 2004)
and
other
learning
resources

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

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

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

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
class cannot be met.
Littlejohn (1999): Reduction of the
T’s role.
Allwright (1981): Make decisions for
Ts and Ss.
Nunan (1989): Fail to provide
authentic models.
Walts (1989): Fail to contextualize.
Kaplan & Knutson (1993): Fail to
address discourse.
Apple (1992): Materials are not
neutral.
Loewenberg-Nall
and
FeimanNenser
(1988):
Assist
inexperienced Ts
Donoghue (1992): Source of info
and support for experienced Ts
Hutchinson and Torres (1994):
- Agent for change: training,
guidance, collegial support, clear
picture.
- A structuring tool = social
routinisation
reduces
unpredictability and unfamiliarity.
- 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
- A source of language
- A learning support
- Motivation and stimulation
Authentic
Effect on motivation
Authentic cultural information
Exposure to real language
Develop Ts’ creativity
Contain difficult language
- Reference
- A source of activities
- A syllabus
- A support for teachers
vs
created materials
Motivating for learners
Built around a graded syllabus
Accessible and no-time
consuming
Textbooks: Evaluation for selection and adaptation for use.

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

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

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
4. Visual layout: clarity, info distribution, legibility, varied activities, eyecatchiness.
5. Recommendations: systematize the process and avoid piracy.