General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
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First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
An Introduction to English Literature
An Introduction to English Literature
Definition of literature
Importance of literature
Kinds and categories of literature
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. General statements about language learning, learning purpose and
experience, evaluation, and the roles and relationships of teachers
and learners. Contains banks of learning items and suggestions about
how they might be used in class.
3. A plan or what is to be achieved through our teaching and
our student’s learning, a summary of the content to which
learners will be exposed,
8. • SYLLABUS – concerned with the selection and grading of
content (definition of content of classroom)
• METHODOLOGY – selection of learning tasks and activities
9. 1. Better management of study time, assessment, and reading material
2. Provides moral support
3. Reassures sponsors and students
4. Acts as a road map
10. PRODUCT-ORIENTED – emphasizes the product of language
learning
E.g.: structural approach, situational approach, notional/functional
approach
PROCESS ORIENTED – to enhance communicative skills, focuses on
the specification of the learning task and activities that she/he will
undertake
E.g.: procedural/task based approaches, learner-led syllabus,
proportional approach
11. •Selection and grading of the content is based on the complexity/simplicity of grammatical
items
•Learner is expected to master each structural step and add to his/her grammar collection
•Problem in grammar of the spoken and of the written language
STRUCTURAL APPROACH
•Based on situational needs
•Reflects the way language and behavior are used outside the classroom
•Links structural theories to situations
SITUATIONAL APPROACH
•Focuses on communicative purpose and conceptual meaning
•Needs of learners is central
NOTIONAL/FUNCTIONAL
APPROACH
12. PROCEDURAL/TASK-
BASED
• Focuses on pedagogy,
learning, and the
learner
• Practice and interaction
to encourage learners
use language
communicatively
• Activities employed to
complete meaningful
tasks enhance learning
LEARNER-LED SYLLABUS
• Focuses on how
learners learn
• Difficult to track as
syllabus will be largely
the responsibility of the
learners
• Lacks aims
PROPORTIONAL
APPROACH
• Attempts to develop
“overall competence”
• A theme will link the
units taught
• Designed to be dynamic
with room for feedback
and flexibility
13. • Topic/Theme Based:
(e.g. Health/pollution)
• Notional functional
(e.g. notional: time/space functional: request / apology)
• Situational (e.g. Post office)
• Skill-based (e.g. negotiation)
• Task base (e.g. organizing an event)
• Content-base (e.g. English for banking)
15. • Organized along grammatical lines.
• Focus on outcomes or the product
• Learner expected to master each structural step while increasing
grammar
• Uses structured, sequenced practice drills
16. • Focus is on the communicative purpose and the conceptual meaning
of language.
• Calls for needs analysis to establish objectives
• Functions such as inviting, requesting, agreeing, apologizing are
taught.
• Notions such as age, color, size, comparison, time, etc.
17. • Based on learner’s own country
• Requiring teacher to have knowledge of student’s culture
• Goals to develop interest, curiosity and empathy for cultures
• Emphasis on socio-cultural implications of language usage
18. • Based on real life situations, such as going to the dentist, seeing
a movie, meeting a new student
• Content of language is based on such situations.
• Learners find meaning from relevant context.
19. • Firmly based on real language.
• Use of the commonest words and phrases and their meanings
• Learning the patterns of language
• Language is carefully selected for the learner to analyze by
themselves.
20. • Skills are taught that are needed for language competency
• Specific skills such as pronunciation, grammar and discourse are
improved through activities such as: listening to language to find
the main idea, writing well-formed paragraphs, and giving
lectures.
21. • Program is designed as the school year takes place
• Decision to follow a pre-designed content syllabus, or develop an on-
going syllabus using alternative assessment, activities and tasks
• Develops a strong relationship between subject matter, learning, and
the contributions of a classroom.
22. • Goal is to teach specific information and content using the language
that learners are learning.
• Subject matter is primary, and language learning happens
concurrently.
• For example, in a chemistry class, linguistic adjustments are made to
make the chemistry more understandable
23. • Using specific task to achieve a purpose
• Language is developed through interaction and practice.
• Task must be relevant to the real world
• Pre-task, Circling task, Post-task
24. • Learners engaged in the implementation and design as much as
practically possible
• The hope is that the learner is more motivated due to their
awareness of the course and their involvement.
• Questions on practicality of program as syllabus is guided by learner
25. • Focus is on flexibility and spiral technique of language sequencing leading to the
recycling of language.
• Goal is to develop an overall competence
• Themes are chosen by the learner
• Shift from form to interaction.
• States syllabus has to indicate what will be taught, rather than what will be learned
26. • Flexible syllabus incorporating elements of other models.
• Example: a syllabus that includes important functions, reviewing
important situations, and teaching specific skills
• A combination of other models.
27. 1. Structurally graded syllabus misrepresent the nature of language
2. There is more than grammar to language
3. No one-to-one relationship between form and function
4. Tend to promote activities which serve to internalize the formal
properties of language
28. 1. Selection and grading of items become much more complex
2. Items should reflect how learners carry out the communicative purposes
3. Look beyond linguistic simplicity or complexity
4. Misrepresents the nature of language as communication
5. Promote activities that attempt to replicate in class “real” communication
29. • Engage learners in problem solving tasks as purposeful activities
• Problem solving tasks would involve a conscious and repeated reference to the formal
properties of the language
• Language as a necessary resource for the achievement of communicative outcomes
30. • Authenticity of text (idiomaticity and complexity of normal native-speaker discourse)
• Authenticity of text use (Authentic materials, that are believed to be user-specific, just develop
general reading comprehension)
• Authenticity of context (Authenticity of task to learner)
31. 1. Things to decide
2. Actions to be taken on the basis of those decisions
3. Process of review to feed into future decision making
33. Approaches
Deficiency view
Best teachers have no
need for published
materials
Teacher-proof
materials
Difference view
Mere classroom
manager
Freedom for teachers
39. Help people fully understand what/ how they are doing it.
• Explanations of goals/content/learning activities
• Hints to draw attention
• Providing learner with immediate feedback
• Evaluation of learner progress/ attainment
• The timing
• Guidance about methods/ target content/ classroom behavior
41. • Learners’ guide language learning
Independent language learning
Classroom language learning
• Ideas books
• Ideas for content
• Ideas for activities
• Ideas for filler activities
42. • Suitable for their needs
• Possibility of looking ahead and back
• Well-presented
• Adapt and improvise
43. • Why?
1. Clear goals
2. Focused
3. Organized (time, resources, type of interaction and sequence)
• How?