This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners: 1. Identification of need for materials 2. Exploration of need 3. Contextual realization of materials 4. Pedagogical realization of materials 5. Production of materials * Student use of materials 6. Evaluation of materials against agreed objectives References: Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers. Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press. Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press. Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press. British Council: ELT Textbooks and materials: Problems in Evaluation and Development

1. Bases and Frameworks of
Materials Design and
Development
By Shama Kalam Siddiqui
Masters in English Language and Literature Teaching Management
Ateneo De Manila University
TESOL Certified; Arizona State University.

2. Materials Development in
Language Teaching
Brian Tomlinson (Chapter 4)

3. Materials – What does it mean?

4. Are there other types of materials?
What could they be?

5. Overview of the presentation
1. Understanding materials
2. What are the broad types of materials
3. A framework for materials
4.Case Study
5. Understanding how to create our own
framework

6. What are materials
…anything which is used by teachers or
learners to facilitate the learning of a
language.
Tomlinson,1998,p.2

7. What are materials?
…any systematic description of the
techniques and exercises to be used in
classroom teaching.
Brown,1995, p.139

8. Classifying materials
• By purpose – (Instructional, Authentic)
• By format – (Paper-based, Audiovisual,
Electronic)
• By creator – (Commercial, In-house)

9. How would you classify the following
materials according to the categories
just seen?

10. Example 1: Posters

11. Example: 2 Movies

12. Example 3: CDs

13. Example 4: Software

14. Example 5: Website

15. Example 6: Apps

16. Framework
Set Objectives
Derive Content from Objectives
Establish a sequence for content
Define Exercises For each content
Decide on your materials for accomplishing your
objectives and developing content

17. Framework
Developingmaterials
Adopting
Developing
Adapting

18. Framework
• Selecting existing materialsAdopting
• Creating your own materialsDeveloping
• Selecting and making adjustments toAdapting

19. The teacher’s path through production of
new materials

20. Framework
• In order? Or flexible?
• Evaluation is essential
• Evaluate by students and experts
• Type of evaluation will depend on the context

21. 1. Identification of need for materials
This may be for many reasons : change of focus of the class from general to exam
English, materials are inappropriate or out-dated, the medium has changed from
paper to technology.
2. Exploration of need
What combination of needs do the students have ? Do they need to practice the
Simple Past in a Reading medium ? Do they need to know instructions in a
context ?
3. Contextual realisation of materials
This stage is when your materials come alive for your learners as you have
tried to balance their language needs, learning styles, tastes, cultural
awareness and perhaps their technological level
4. Pedagogical realisation of materials
The tasks and instructions to achieve your aims
5. Production of materials
Online or paper ? Copies needed ?

22. 6. Student’s use of materials
Does the material practice the language aim of the lesson ?
the students find them useful ? Are there any complications that
you didn’t think of ?
7. Evaluation of materials against agreed objectives
Does it practice the skill/language needed ? Did the students
enjoy it ? Was it too easy or difficult ? Was the timing about right
? Any extension opportunities ? Could you use a different
approach to the materials ? Is it possible to differentiate the
materials in order to use with a range of classes ? Does it
opportunities for students to have real input into the class ?

23. Universal Framework?
Is it possible?

24. Some Questions I ask myself – Phase 1
Initial Questions
• What do the materials aim to do and what do
they contain?
• What do the materials make your learners do
while they are learning?
• How do the materials expect you to teach
your learners in the classroom?

25. Some Questions I ask myself – Phase 2
Your learners and the materials
• Are the materials appropriate to your learners’
needs and interests?
• Are the materials appropriate to your learners’
own approaches of language learning?
• Are the materials appropriate to the classroom
teaching and learning process?

26. Presentation of materials.
Can we contribute as teachers?
If so, how?

27. Case Study 1: Materials for Upper
Intermediate

35. Case Study 2:

41. Case Study 3: Business English

42. Identification of need
Materials to help Indian students learn English over
Skype or Google hangouts. Primary lesson plans
would include passages, follow up questions and role
play that the instructor would be able to simulate a
business meeting.

43. Exploration of Language
Professionals are looking to improve communication with
clients. Hence the language has to be conversational and
practical.

44. Contextual Realization
Simple yet efficient language needs to be introduced.
Some common business jargons and customs that are
prevalent in India. Certain modules could be introduced to
include business cultures of other countries to bring a
global approach to learning.

45. Pedagogical Realization
Classes would be ideal if they were short 25 minutes to 50
minutes. This is so that the sessions could be fit in between
meetings. Using the 80-20 ratio where the students gets
more speaking time could be an added advantage.
Create short videos to simulate the outline of the class for
the teacher. Shows a live perspective on how to start a
class by connecting the content to a real life situation.

46. Use of Materials
-> PDF or Image copies which may be downloaded
->Lessons must be optimized for printing and easy
viewing on the mobile, computer, tablet and laptops.
->Lesson plan for teachers may be included to ensure
standardization of delivery of lessons. Also, reduced
preparation time.

47. Physical Production
Linked to the website for easy download for teacher and
student.

48. Overview of the lesson plan and
student’s copy

49. Teacher’s Copy

50. Student’s Copy

51. Teacher’s Copy

52. Student’s Copy

53. Summing Up
The most effective materials are those which are based on
a thorough understanding of learners’ needs
“Teachers understand their own learners best”.
Teachers become researchers and they are more sensitive
and responsive to their learners’ learning needs and
preferred learning styles.

54. Summing Up
* “All teachers need a grounding in materials writing”.
Writing materials is part of teaching practices and
following frameworks of materials writing also help them
to develop a set of criteria to evaluate materials produced
by others.
*“All teachers teach themselves”.
When picking input, and working with frameworks and
procedures teachers 'teach themselves' and this enable
them to produce more effective materials.

55. Summing Up
* “Trialling and evaluation are vital to the success of any
materials”
*Students are the end users of the materials. Along with
teacher feedback it is crucial to allow the students to use
and test the material. Recording the feedback and
incorporating them into the materials is essential where
planning a framework for materials design.

56. References
1. Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program
development. Heinle & Heinle Publishers.
2. Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En
Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of
current practice (pp. 80-91). Cambridge: Cambridge University Press.
3. Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge
University Press.
4. Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
5. British Council: ELT Textbooks and materials: Problems in Evaluation and Development