The document discusses different views of the role of teaching materials in language education, including addressing teachers' deficiencies or supporting different teaching approaches, and notes that teaching materials alone cannot determine educational goals. It also examines problems like teacher overload and learner underinvolvement, and proposes solutions like providing more learner training to take greater responsibility for their own language learning.

1. Author: R.L. Allright
Present by Pataraporn Rukpium MA MALT

3.  Deficiency view >> some teachers need
teaching materials to
support teachers’ deficiency
 Difference view >> teachers are different &
they use materials as
carriers of decisions

4. Language teaching institution Sponsor
Teacher Learners

5.  Goals for oneself (personal goals)
e.g. Language teaching institution >> survive
Teacher >> develop
Sponsor >> interest & learners
 Goals for others
(Have goals & impose goals on the learners)

6. **The role of teaching materials may be
limited & cannot determine goals even
they cover learning goals.**

7.  Input (Teachers & students)
 Emergent content (unpredictable)
One course book for teaching in different
countries & there are many ways to use it.
 Materials (4 types of contents)
- the target language itself
- Subject-matter content
- Learning strategies
- Attitudes

8.  Learning process
 Activities
 Activity management

9. >> based on a management of language learning
>> concentrate on areas of teacher expertise (like action &
review phase)
>> Problem: “Teacher overload” – teachers do so much work
& fail to present language clearly (because they may not
prepare explanation for faulty and error which may happen)
>> Solution: teachers need more training to get learners to
do more

10. >> Problem: “Learner Underinvolvement”
(*Invovement = to participate in decision making and in the
whole business of the management of language learning)
>> Solution: “learner training” – train to take much more
responsibility for developing their own criteria and their
language learning

11. HOW:
1) Think of ways of getting learners to accept this
(including basic knowledge & problems of learner
training)
2) Find a course structure
- Class time
- Self-access time
- Private Consultation Time
3) Think ahead to possible follow-up activities

12. - Need learning materials, rather than teaching materials
>> Guide to independent language learning for learners
without teachers
- Motivation  Captive Learners
 Non-captive learners

13. Allwright, R. L. (1981) What do we want teaching
materials for? ELT Journal 36 (1): pp.5-18.