English-language acquisition For Education students English majors. It focuses on how to help students acquire the proper grammar, how to enhance their vocabulary and their reading skills as a learner's.

1. Materials
Adaptation
Reporters:
Percillo, Maryjoy
Padel, Gina
Salva, Marelyn
Sisican, Cherry Ann

2. Materials -
-Anything which is used by teachers and learners to
facilitate the learning of a language (Tomlinson 2011,
p2)
-The defining characteristic of materials is that the
materials designer builds in a pedagogic purpose.
(Timmis, forthcoming.)
- "any systematic description of the techniques and
exercises to be used in classroom teaching" (Brown,
2007)

3. Principles and Procedures
for Adapting Materials

4. • Learners have different preferences and
requirements for learning.
• This diversity commonly requires a supply of
learning material that fits to the learners'
needs.
• No book will suit all the students in terms of
their learning styles, motivations, interests
and levels of English.
• That is why teachers need to adapt materials
for the lessons.

5. Adapting
- is a process of matching what we have to work with (external criteria) and what
the materials offer (internal criteria) to maximize teaching materials in a context.
- External criteria means components of the materials, it's level, general fit e.g.
general English/exam focus.
- Internal criteria means contents of the materials
Curriculum fit Approach Task type
Balance of skills Topic suitability

6. The starting point of the process is :
- realization, through an evaluation, that materials may not be fit for their intended
purpose.
- Therefore, the textbook should be regarded as a resource for creativity and
inspiration.
- Make materials interesting.
- Make learning activities relevant and purposeful
- Meet the learners' needs, both external 5 and psychological
- Use models of real, authentic language
Procedure in Adapting a Materials

7. 1. Teachers should not adapt materials too casually, e.g. based on
his or her own preferences or tastes
2. Materials deleted or added should not go beyond a reasonable
proportion, otherwise consider alternative materials.
3. Teachers should not adapt materials only to cater for the needs
of exams or tests.
Factors to bear in mind when adapting
materials

8. Omission - the teacher leaves out things inappropriate for the
particular group.
Addition - where there seems to be inadequate coverage, teachers
may decide to add to textbooks, either in the form of texts or
exercise material.
Specific Adaptation

9. Reduction - where the teacher shortens an activity to give it less
weight or emphasis.
Extension - where an activity is lengthened in order to give it an
additional dimension.
Rewriting/modification - teacher may occasionally decide to
rewrite material, especially exercise material, to make it more
appropriate, more "communicative to their students.
Specific Adaptation

10. Replacement - text or exercise material which is considered
inadequate, for whatever reason, may be replaced by more suitable
material.
Re-ordering - teachers may decide that the order in which the
textbooks are presented is not suitable for their students. They can
then decide to plot a different course through the textbooks from the
one the writer has laid down.
Specific Adaptation

11. Branching - teachers may decide to add options to the existing
activity or to suggest alternative pathways through the activities
Specific Adaptation

12. Teacher-centered and Learner-
centered Approach Adaptation

13. Teacher - Centered Approach - Emphasis is on the teacher
as the primary source of knowledge and authority.
- Learning activities are typically directed by the teacher,
who determines the pace and content of instruction.

14. - Evaluation is often based on teacher-designed
assessments, and the focus is on students
mastering predetermined content

15. 1. Structured Learning: It provides a clear structure to
lessons, making it easier for students to follow.
2. Expert Guidance: Teachers share their expertise
directly, ensuring accurate information delivery.

16. 3. Controlled Environment: Teachers can maintain order
and manage the classroom more easily.

17. Disadvantages of Teacher-
Centered Approach

18. 1. Limited Engagement: Students may become
passive, with less opportunity for active
participation.
2. Varied Learning Styles: It may not cater to
diverse learning styles, leaving some students less
engaged.

19. 3. Less Critical Thinking: Students may focus more
on memorization than developing critical thinking
skills.

20. Learner- Centered
Approach

21. - Shifts the focus to the learner, recognizing individual
differences and promoting active engagement in the
learning process.
- Encourages students to take responsibility for their
learning, setting goals and reflecting on their progress.

22. - Instruction is often more collaborative, with
teachers serving as facilitators or guides rather
than sole authorities.

23. Advantages of Learner-
Centered Approach

24. 1. Engagement: Students are more involved and
interested in their learning.
2. Individualized Learning: Tailored to each
student's pace and style, promoting better
understanding.

25. 3. Critical Thinking: Encourages students to think
and analyze independently.
4. Ownership: Students take responsibility for their
learning, fostering a sense of ownership.

26. Disadvantages of
Learner-Centered
Approach

27. 1. Resource Intensive: Requires more time and
effort to plan and implement personalized activities.
2. Lack of Structure: Some students may struggle
without a structured environment.

28. 3. Assessment Challenges: Evaluating individual progress
can be challenging with diverse learning paths.
4. Teacher Skill: Requires teachers to adapt and facilitate,
demanding a different set of skills.

29. Materials and Digital Technology

30. Materials and digital technology In teaching, materials refer
to the resource's educators use to facilitate learning, such
as textbooks, worksheets, manipulatives, and multimedia
resources. These materials can be physical, like books and
models, or digital, like online articles, videos, and
interactive simulations.

31. Digital technology in teaching involves the use of
computers, tablets, smartphones, and educational software
to enhance learning experiences. It can include various
tools and platforms such as learning management
systems, interactive whiteboards, educational apps, and
virtual reality simulations.

32. Combining materials and digital technology in teaching
allows educators to create dynamic and engaging learning
environments. For example, teachers can use digital tools
to deliver interactive lessons, provide instant feedback, and
personalize instruction to meet individual student needs.

33. Overall, leveraging both materials and digital
technology in teaching enables educators to create
diverse and effective learning experiences that
enhance student engagement, comprehension, and
retention of knowledge.

34. Integrate digital technology
in a language learning
classroom

35. Integrating digital technology into a language learning
classroom can greatly enhance the learning experience for
students. Here are some strategies to effectively
incorporate digital technology:

36. Interactive Language Learning Apps: Online Language
Learning Platforms: Digital Language Learning
Resources: Virtual Language Exchanges: Online
Collaborative Tools: Digital Language Learning Games:
Language Learning Management Systems:

37. By integrating digital technology into the language
learning classroom, educators can create more
engaging, interactive, and personalized learning
experiences that cater to the diverse needs and
preferences of students.

38. Incorporate social media
interactive tools in language
teaching

39. Incorporating social media interactive tools into
language teaching can provide students with authentic
language practice and foster communication skills in
real-world contexts. Here are some ways to do this:

40. Create a Class Social Media Account:
Language Learning Hashtags:
Language Challenges:
Live Language Sessions:
Social Media Language Groups:
Interactive Polls and Quizzes:
Authentic Content Sharing:

41. By incorporating social media interactive tools into
language teaching, educators can create a dynamic and
engaging learning environment that encourages
collaboration, communication, and authentic language
practice both inside and outside the classroom.

42. Design games for interactive
learning using digital
technology

43. Designing games for interactive learning using digital
technology involves several key steps to ensure
engagement, effectiveness, and alignment with learning
objectives. Here's a simplified guide to designing such
games:

44. Define Learning Objectives:
Choose Game Mechanics:
Integrate Feedback Mechanisms:
Design Interactive Content:
Gamify Learning Experience:
Provide Adaptability:
Include Collaboration and Competition:
Test and Iterate:

45. By following these steps, educators can design games
for interactive learning using digital technology that are
engaging, effective, and aligned with language learning
objectives. These games can provide learners with
immersive and enjoyable experiences that enhance their
language skills and foster a love for learning.

46. Create their own e-learning
kit

47. Creating your own e-learning kit for language learning
can be a rewarding project. Here's a step-by-step guide
to help you get started:

48. Define Learning Objectives:
Choose Digital Tools and Resources:
Compile Content: Create Multimedia Resources:
Design User Interface:
Customize Learning Paths:
Incorporate Assessment and Feedback:
Facilitate Interaction and Collaboration:
Provide Support and Resources:
Test and Iterate:

49. By following these steps, you can create your own
e-learning kit for language learning that provides
learners with engaging, interactive, and effective
learning experiences tailored to their needs and
preferences.

50. Have a productive day!
Thank you!