http://sandymillin.wordpress.com/eltabb2024
If you’re anything like me, you’ve produced a lot of materials for your learners, whether that’s a worksheet, a PowerPoint presentation, or a video. You’ve also had very little training in materials writing, and have learnt what you know by trial and error, with the occasional bit of feedback from learners, other teachers or maybe even an editor.
This is why I put together a competency framework specifically dedicated to materials writing for language learning. In this session, we’ll look at what the framework is and how you can use it to produce better quality materials for your learners.
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2024.03.16 How to write better quality materials for your learners ELTABB Sandy Millin.pptx
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How to write better quality materials for your
learners
Sandy Millin
ELTABB
16th March 2024
http://sandymillin.wordpress.com/eltabb2024
sandymillin@gmail.com LinkedIn: https://www.linkedin.com/in/sandymillin/
2. http://sandymillin.wordpress.com/eltabb2024
My definition of language learning materials
electronic or paper-based resources
with a pedagogic purpose,
designed to be used by teachers and learners
to facilitate language learning,
either teacher-written, published or learner-created
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My definition of a competency
a characteristic that is required
for effective performance in a job,
which can be observed in the real world,
measured against accepted standards,
and improved via training and development
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My definition of a competency framework
a collection of competencies required
for effective performance in a job,
which can be used by
those connected to that job to
assess current abilities,
identify gaps,
and plan future professional development
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CPD for materials writers: in search of a framework
Denise Santos, IATEFL Belfast 2022
https://sandymillin.wordpress.com/2022/05/18/iatefl-belfast-2022-cpd-for-materials-writers-
in-search-of-a-framework-denise-santos/
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Choosing areas for your own CPD
• Choose an area you’re interested in
• Choose a competency to focus on
• Talk to colleagues to learn about
how they do it
• Conduct related action research
• Look for information and training to
fill the gap
Using the framework
as a teacher
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Creating a training course on
producing better quality materials
Possible areas to focus on a course:
• Understanding individual learners
(1.1 A)
• Understanding skills (1.2 B-F)
• Activity design (2.2)
• Sequencing materials (2.3)
• Providing variety and balance (2.4)
• Clarity & Checking their work (3.1 A
and B)
Using the framework
as a trainer
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Using the framework
as a publisher or
manager
Putting together a materials
development team
• Use the framework to decide which
competencies are most important in
your team
• Ask potential members to audit their
knowledge, skills and abilities against
this list of competencies
• Use audit to select team members
• Look for training for existing team
members or recruit others to fill any
gaps
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- Identify competencies you are already
confident in / you have expertise in – how
could you support others in these areas?
- Identify competencies you would like to
improve in – how could you improve in these
areas? (I’ll give you some ideas on the next
slide!)
- Identify competencies you think it would be
useful to train others in – what form might this
training take?
How could you use it?
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And published materials…
…develop our teaching (S. Hughes, 2022)
…influence teachers and learners (Burton, 2022: 78)
… support teacher development of language awareness (Andrews, 2007: 107)
…are something which teachers and learners can become subservient to
(Graves, 2019: 338)
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References
Framework links are on relevant slides
Andrews, S. (2007). Teacher language awareness. Cambridge University Press
Burton, G. (2022). ‘Selecting language for materials writing.’ In J. Norton & H. Buchanan (Eds.), The
Routledge Handbook of Materials Development for Language Teaching (pp. 78–92). Routledge
Clandfield, L., & Hughes, J. (2017). ETpedia: Materials Writing - 500 ideas for creating English language
materials. Pavilion Publishing and Media Ltd
Graves, K. (2019). ‘Recent books on language materials development and analysis.’ ELT Journal, 73(3),
337–354. https://doi.org/10.1093/elt/ccz026
Hughes, S. H. (2022). ‘Coursebook materials as a tool for professional development: A perspective from
publishing.’ In J. Norton & H. Buchanan (Eds.), The Routledge Handbook of Materials Development for
Language Teaching (pp. 488–510). Routledge
Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh University Press
42. http://sandymillin.wordpress.com/eltabb2024
How to write better quality materials for your
learners
Sandy Millin
ELTABB
16th March 2024
http://sandymillin.wordpress.com/eltabb2024
sandymillin@gmail.com LinkedIn: https://www.linkedin.com/in/sandymillin/
Editor's Notes
90-minute workshop
What would your definition be? Does it match mine?
What would your definition be? Does it match mine?
What would your definition be? Does it match mine?
Let’s look at some existing examples…
After showing all 4 – stand up if you’ve used any of those 4 frameworks
A bit different, as a framework for CPD rather than a competency framework – Denise’s question was my inspiration
Write down ideas – you’ll want to refer back to them later!
It’s a first draft, so feedback please!
It’s freely available on my blog, and I’ll have a few printed copies for you to look at later in the session
Let’s see if your ideas matched mine (and those of everybody else I worked with / read / watched!) at all… but first, a tiny bit of context first, so you don’t worry if your ideas didn’t come up
3 colour-coded sections
What knowledge do you need to inform your writing?
What practical skills do you need for the actual writing of language learning materials?
What other skills do you need, which may go beyond the writing itself?
Each section is subdivided into categories
15 categories in total
Each category is divided into subcategories (This is the only example I’ll give – for others see the full framework)
14 subcategories in background knowledge
24 in creating materials
18 in professional skills
Then you have the actual competences, all as ‘can do’ statements
Grey = links to the glossary at the end of the document
Up to 11 competencies in each subcategory, though most have 3-6 – not sure how many in total!
From 2.4 Providing variety and balance
From 3.1 Writing skills
That’s where my framework comes in…helps you choose what to focus on in your own development of materials writing, or your support of others
More use cases in the document itself
7 examples of use cases at the start of the framework
Think about the ideas you’ve seen and look at the framework to come up with ideas
If you want to develop your skills, much better served now than 30 years ago with associations, books and courses
Associations like MATSDA, IATEFL MaWSIG, BRAZ-TESOL MaWSIG, Materials Writers section of TESOL international
Books: Etpedia materials writing, ELT Teacher 2 Writer
Courses: MA courses like the NILE module I did, general access like John and Kath’s course
To finish off – why do I think this is so useful / important? Why should you use the framework? And why should you tell other people about it?
Little to no training or guidance
Reliance on trial and error
“Ultimately, materials influence learning both directly through teachers’ and learners’ use of them and indirectly through the way their teachers learn about language and are influenced to teach by materials they use.”
…so why rely on trial and error?!