Overview
Following from Sequencing Tasks, this
section of the ATESL Curriculum
Framework takes a principles-based
approach to selecting methods and
materials for inclusion in the ESL
curriculum. Like outcomes, assessment,
and tasks, materials are often
recommended or included in curriculum
documents (i.e., curriculum-as-planned)
and are selected to meet identified
learning needs. However, final decisions
regarding materials and methods often
take place while a course is being
taught (i.e., curriculum-as-lived) in
response to the preferences of the
instructor, the immediate interests of
the learners, and the learning context.
In this section, Selecting Methods and
Materials, we seek to
Highlight a responsive approach to
instructional practice that focuses on
effective teaching and learning
strategies rather than relying on
specific methods or approaches.
Offer a set of principles to consider
when selecting effective learning
materials to contextualize and support
ESL curricula.
Instructional methods and beyond
Choices about methodology relate directly to the goals, learning outcomes, and
learning tasks of your program, as well as to the selection of materials for
instruction and the organization of the curriculum. 2 In addition, instructors
moment-to-moment decisions regarding methodology are informed by their
assumptions and beliefs about the nature of language learning and
teacher/learner roles.3 Thus, methodology and instructional practices are neither
fixed nor static. Instead, they are fluid and responsive. 4 In interviews with ESL
program managers in Alberta and an ATESL member e-survey, many respondents
acknowledged the importance of a flexible, responsive approach to teaching
methodology. These responses highlight a view that is also supported in the
literature, that is, that instructional practices tend to include a range of teaching
and learning approaches rather than rely on one specific method as a model for
instruction.5
Method-based instruction
The search for the best method to effectively teach language has resulted in a
number of methods and approaches surging in popularity and subsequently
declining over the decades. Some of these include the Audiolingual Method,
Communicative Language Teaching (CLT), 6 Communicational Approach,7 the
Natural Approach,8 Total Physical Response,9 Suggestopedia,10 and the Lexical
Approach.11
Despite the appeal commonly associated with method-based approaches to
teaching and learning, a number of shortcomings have been identified in the
literature and noticed by practitioners in the adult ESL classroom. For instance,
Nunan (1988) notes that there is often a mismatch between methods with
learners at the centre and learners who are accustomed to or prefer more
traditional teacher-fronted approaches to instruction. 12 Methods have also been
criticized for presenting a static view of instruction, specifying teacher and
learner roles, and prescribing activities.13 Method-based approaches do not
consider the dynamic, fluid nature of the ESL classroom that arises from the
interactions between learners and their instructor, and engagement with tasks,
activities, and materials.14
Language-centred
methods
Learner-centred
methods
Learning-centred
methods
Primary focus
Linguistic forms
Grammatical accuracy
and communicative
fluency
Language focus
Classroom
practices
Explicit, form-focused
instruction moving from
simple to complex
linguistic structures
Presentation, practice,
and production of
discrete grammatical
features and vocabulary.
Meaning-focused
activity Use of authentic
materials Tolerance of
errors Integration of all
skills within learning
activities Open-ended
tasks
Methods
Audiolingual Method
Communicative
Communicational
Language Teaching (CLT) Approach Natural
Approach
Learning and
Fill-in-the-blank,
teaching activities memorization,
restatement, repetition,
replacement, substitution
drills, decontextualized
drills
Information gap,
scrambled sentences,
language games, role
play, contextualized
drills and pattern
practices
Open-ended, real-worl
based communicative
interaction developed
through problem-solvi
tasks
Materials are a lasting portrayal of language and culture, and within ESL
programs, effective materials are often passed from instructor to instructor to
support learners from session to session. Materials are not the driver of the
teaching and learning process; rather, they provide support and context for
learning outcomes and tasks.
The goal of materials within any adult ESL program is to help learners build
language proficiency to communicate effectively, appropriately, fluently, and
accurately. This requires that learners be exposed to language use across genres
and for a variety of purposes.25 The goal, then, is to select materials that provide
authentic or authentic-like contextualized uses of language, and to select
materials that connect to learners real-world needs, 26 interests, and future goals.
Select materials that provide authentic, contextualized uses of language.
Authentic materials are materials that are not written or
spoken for language teaching purposes. 27 However, it is
recognized that materials used in ESL classes may be
modified by simplification, elaboration or reformulation
while retaining the natural properties of authentic
material.28 The following are some of the advantages of
including authentic or authentic-like materials in the
ESL curriculum:
and pictures, as well as the context of a travel brochure, can help learners
make sense of the content, even when the grammatical constructions and
vocabulary are challenging. In contrast, decontextualized examples of language
do not provide enough information for learners to guess or predict meaning. For
example, a sentence about the mountains flanking a border in a
decontextualized grammar exercise would be much more difficult for learners to
understand, as would the phrases rugged peaks and ranges, emerald lakes,
and wild waterways.
One consideration to bear in mind when selecting authentic materials, however,
is that they may be protected by copyright and their inclusion in the curriculum
may violate privacy or confidentiality regulations. 30
For information about providing context through theme- and project-based learni
see Section 3: Sequencing Tasks.
The goal is to select materials that align with curricular outcomes and tasks while
also attending to the learners real world needs, interests, and future goals. Using
authentic materials that are typically found within particular communicative
contexts will serve to connect language with learners goals. For example, within
LINC programs designed to help newcomers to become oriented to the Canadian
35
Materials are consistent with learning outcomes and support the tasks included in
the curriculum
Materials must be consistent with and support the learning outcomes and tasks
included in the curriculum.37 The communicative goals and real-world contexts
focused on in the curriculum will vary among programs represented across the
Adult EAL/ESL Continuum.38 Table 2 gives examples of authentic materials which
could be used to support specific learning outcomes in a variety of contexts.
Real-world communicative
Contexts
Learning outcomes
In the community
In educational
programs/institutions
In the workplace
In professional or trade
workplaces
Use Checklist 2 below to help you determine whether the materials you have
selected, created or adapted are consistent with the learning outcomes and
support the tasks included in the curriculum.
Materials serve the course; materials are not the driver of the course.
Adult ESL learners bring with them a diverse range of language and literacy skills,
cultural backgrounds, educational experiences, and life skills that impact their
learning experiences and expectations. While some learners may come to the
second language classroom with post-secondary education or training, others
may have experienced interrupted education or perhaps have never had an
opportunity to attend a formal school. A range of factors such as individual
learning styles, multiple intelligences, 39 attitudes, openness, and flexibility also
influence how learners learn. Needs analyses can help you identify the strengths,
abilities, skills, and expectations of learners, and this information can guide your
decisions as you select materials that will support curricular goals, outcomes and
tasks, and build on the background and experiences of your particular learners.
Language Level
Example
Beginner
What I know
Wh
Advanced
Groups then trade their pictures and their sentences. The new
groups correct the existing sentences and add to the list of
sentences using manner clauses.
Groups continue to trade the pictures, with learners correcting
sentences of others and adding new ones until all groups have h
an opportunity to view each picture. Each group presents the
sentences written for the picture they end up with and discusses
the corrections.
Materials selected for inclusion within ESL curricula build from the learners
background and previous
knowledge.
Materials address a variety of ways of learning (i.e., appeal to different
learning styles and intelligences).
Materials are sensitive to potentially disturbing content (e.g., images depicting
war scenes, refugee
camps).
Visuals and graphic organizers prepare learners for learning and facilitate the
learning process.
Materials are inherently engaging and appealing to learners.
E-learning materials accommodate a range of digital literacy levels.
However, if learners are to be ready to acquire the points being taught, 45 they
need to
Have some prior knowledge of a language structure to support new learning.
Be willing to actively notice new language features.
To support learners as they develop language proficiency, materials should focus
on the target language skills, forms, and functions in a sequenced and spiraled
way. In this way, instruction and learning build on learners background and
previous knowledge and move them through increasingly more demanding tasks
and activities, building language proficiency and content area knowledge. As
discussed in Section 3: Sequencing Tasks, materials and the tasks they support
may be sequenced to move learners from form-based instruction to meaningmaking practice, and from receptive to productive skills. In addition, materials
that appeal to the learners interests are more likely to engage learners and
motivate them to notice new language features.
While it is important to select materials that present language in an authentic (or
authentic-like) context,46 at times it may be useful to expose learners to a
particular language feature in a less authentic context. For example, a short text
can be adapted by removing extraneous or distracting information and
emphasizing or glossing particular vocabulary words in order to scaffold learning
and maximize language learning opportunities. The example below illustrates
how an authentic piece of text may be simplified and formatted to focus learners
on prepositional phrases and adjectives:
Original, authentic sentence: Flanking Albertas western border with their
rugged peaks and ranges, the Canadian Rockies are home to alpine meadows,
emerald lakes, wild waterways, backcountry wilderness, and some of the best
hiking and skiing in the world.47
Simplified sentence: Flanking Albertas western border, the Canadian
Rockies are home to alpine meadows, emerald lakes, wild waterways, [and]
backcountry wilderness.
The goal is to focus learners attention on the salient aspects of language, and
provide the scaffolding they need to build the targeted language skills.
Subsequent exposures to the language feature may then be provided through
authentic texts.
Table 4. Sample tasks using authentic materials to focus learners on language features.
Beginn Group learners into pairs or small groups and provide each with a set of photos showing
er
road signs. To activate background and previous knowledge, ask learners to discuss the
meaning of each road sign within their group. Introduce new vocabulary (e.g., yield, sto
caution) and the grammar point for constructing imperatives to give directions (e.g., do
enter, go straight, stop ahead, turn left/right). Using Google maps, 48 take learners on a
virtual road trip to tour a destination of their choosing. As the tour progresses past road
signs, learners provide directions about where they want to go next.
Interm As a pre-listening activity, provide learners with a list of time clauses (Once you have _
ediate you can ___). In pairs or independently, ask learners to look at the construction, practic
pauses and intonation before the comma, and then listen to an authentic recording (a
podcast) regarding how to resolve a dispute. In this way, the salient feature of language
that the instructor wants to focus on (time clauses) is highlighted. Ask learners to listen
the recording once to identify the time clauses, then to listen a second time, taking note
In small groups, learners create a flow chart of steps showing how the dispute was
resolved.
To provide more communicative practice and make the task meaningful, ask learners to
give their own instructions for handling disputes in the workplace using a minimum of 3
time clauses, for instance.
Advanc As a pre-viewing activity, ask learners to brainstorm for phrases (i.e., language function
ed
speakers use to interrupt one another as they listen. As learners view a video recording
a talk show that covers a controversial topic, they add to their list. Together, the instruc
and learners compile a list of expressions for interrupting including, for example, extend
fillers, clarification requests, and so on. As a post-viewing activity, pairs of learners writ
and present a dialogue on a relevant topic incorporating these communicative techniqu
Learners debrief by listing the situations (e.g., heated budget meetings) in which it mig
be necessary to interrupt in order to have ones say.
Use Checklist 4 below to help determine whether the materials you have
selected, created, or adapted help learners to focus on salient features of
language.
Checklist 4. Do the materials help learners focus on the salient features of language?
For more information about sequencing, spiraling, and scaffolding, see Section 3:
Sequencing Tasks.
For more information on themes and projects, see Section 3: Sequencing Tasks.
For more information on active learning, see Section 6: Mindful Learning.
Use Checklist 5 to help you determine whether the materials you have selected,
created, or adapted support a mindful approach to learning.
For a detailed discussion of C/c culture, and for more information on making
intercultural awareness and competence explicit in the classroom, see Section 7:
Intercultural Communicative Competence.
Table 5. Authentic materials that support ICC within the (adapted) Massachusetts Model. 59
Learners will
Analyze everyday
Use film clips or podcasts to focus on cultural conventions (such as
behaviours in Canadian greetings and leave-takings, politeness strategies, use of reported spe
cultures and compare in Canada and in the cultures represented by learners in the class.
and contrast these with
their own.
Recognize cultural
stereotypes
favourable and
discriminatory and
describe how they
impact their own and
others behaviours.
Compare and contrast Use Letters to the Editor to highlight current controversies that refl
differences and
often conflicting Canadian values (e.g., individual rights versus the goo
similarities in the values of society). Have learners participate in role-play activities (simulations
and beliefs of their own decision dramas, responding to letters to the editor, posting comments
cultures and Canadian an article) that allow them to engage in the debates that Canadians ar
cultures.
discussing. Use excerpts from the Rick Mercer Report, Canada
Explained60 to stimulate discussion about how Canadians are being
portrayed (or how they portray themselves), and whether learners agr
with that perception.
Analyze and describe
diversity in Canadian
cultures.
Materials provide context for language learning, and at the same time, materials
convey culture in both explicit62 (big C culture) and implicit63 (small c culture)
ways. Materials and resources can be used to support learners as they build
English language proficiency and knowledge for communication in real-world
contexts that reflect the multicultural nature of Canadian society. While
supporting the development of intercultural communicative competence and
learning about Canadian culture, it is also important that learners own cultural
backgrounds are respected, validated, and represented in the materials selected
for instructional use.
Use Checklist 6 below to guide the selection (or adaption and creation) of
materials that support the development of intercultural communicative
competence and provide a Canadian perspective.
Materials present real-life situations and issues that challenge learners to think
about different ideas and
world views.
Materials support learners as they widen their cultural knowledge and
awareness by addressing both big
C culture and small c culture.
Materials support learners tolerance of cultural ambiguity, for example, by
respecting different viewpoints
and understanding different cultural identities.
Materials are sensitive to diversity issues, for example, ethnicity, gender, age,
socioeconomic status, sexual
orientation, and religious views.
Materials encourage learners to engage in self-reflection about their
experiences in Canadian culture.
Materials represent the multicultural nature of Canadian society (e.g.,
presenting the diverse cultural and
linguistic nature of Canada).
Materials show the regional diversity of Canada (e.g., geographic areas, local
events and festivals).
and projects that are likely to be relevant, stimulating and meaningful to the
learners.
Select materials that are current, relevant, stimulating, and meaningful.
Learners benefit most when a wide variety of relevant and engaging materials
are available. While it is important to ensure that materials address the language
skills, strategies, and content outcomes of the course, it is also important to
ensure that the materials selected have content that is current, relevant,
stimulating and meaningful for the learners. However, what is meaningful and
motivating for one group of learners may not be so for another group. For
example, a well written, attractive text which explores the topic of UFOs may be
rejected by a group of immigrant professionals because the topic of the unit is
deemed to be irrelevant to their goals to enter a profession in Canada this
despite the fact that the reading skills of the activity (determining the main idea,
distinguishing fact from opinion) may be relevant to their profession and may
have been identified as learning outcomes in the curriculum. In contrast, a group
of EAP learners may enjoy exploring this topic as they practice the academic
skills that are valued in the next stages of their education. No matter how well
materials are prepared, or how closely they align to curricular outcomes, if
learners do not perceive the topic to be relevant, engaging, stimulating, and
meaningful, new materials will need to be selected or recommended.
In addition to providing appealing content for learners, when selecting materials
for inclusion in the curriculum it is also important to evaluate the presentation
and the quality of the materials, which can reflect the professional standard of
your program. Curriculum developers may want to consider the following types of
questions to guide their evaluation of materials:
Are written materials visually appealing and inviting? Is there sufficient white
space?
Is the formatting clear and easy to follow, with appropriate headings and
subheadings?
Is the font size and style appropriate for the learners?
Are the images and graphics appropriate? Do these add to rather than detract
from the text?
Is the content accurate and free of editing errors?
Are audio recordings clear and easy to understand?
Checklist 7 provides additional issues to consider when selecting engaging
materials to support ESL curriculum.
Materials present language at an appropriate level for learners, that is, at a level
that is not too easy, and not too difficult.
____ Interactions are short, face to face, informal, ____ Circumstances range from informal to mo
and with one person at a time.
formal occasions.
____ Learners speech is guided by questions
____ Addressees are familiar.
from the interlocutor.
____ Topics are of immediate everyday relevan
____ Learners speech is encouraged by feedback ____ Letter is one paragraph long.
from the interlocutor.
____ Note is short (four to six clauses)
____ Instruction is a short two- to three-word
____ Texts may be short oral texts on concrete
utterance.
The Essential Skill levels of complexity can also provide guidance when
determining whether materials and tasks are at an appropriate level for particular
courses; however, it is important to note that the complexity levels do not
correlate directly to the CLB levels. In contrast to the twelve CLB levels, there are
four levels of complexity for the Oral Communication essential skill, and five
levels of complexity for Writing, Reading, and Document Use. The document
Relating Canadian Language Benchmarks to Essential Skills: A Comparative
Framework71 contains tables which compare CLB proficiency levels with each
Essential Skill complexity level, for speaking, listening, reading, writing, and
document use. The Global Descriptions in the Comparative Framework for each
level of each Essential Skill can be helpful when determining the complexity
levels of texts, tasks, and materials.
For the most part, Essential Skills complexity levels correlate with CLB levels 5-8.
The Essential Skills Primer: CLB Stage 172 is a guide for incorporating Essential
Skills into classes at lower CLB benchmarks. It contains diagnostic tools for each
of the Essential Skills at lower level benchmarks, and suggests tasks to help
learners build towards Complexity Level 1 Essential Skill competencies. The
descriptions of Essential Skills building tasks for each of the different benchmark
levels can assist curriculum developers and instructors when they are making
decisions about the appropriateness of materials for courses at lower CLB levels.
Use Checklist 8 to help determine whether the materials you have selected,
created or adapted present language at an appropriate level for learners.
For more information on the Canadian Language Benchmarks, see Canadian Language
Benchmarks, 2011.
For more information on the Essential Skills Profiles, see the Essential Skills Profiles on the HRSD
website.
For more information on relating the CLB to the ES, see the Comparative Framework at
ITSESSENTIAL.ca.
The materials are presented with suggestions and examples for their use in
supporting tasks and enabling
activities.
The materials are presented with suggestions and examples for personalizing
and/or localizing the
content to address a particular cohort of learners.
Materials may be adapted to reflect changes in learner demographics,
immigration trends, trends in
education, institutional requirements, and so on.
Materials are presented with adequate guidance for instructors to use without
increasing their preparation
time.
Document
Description
Source
Alberta LINC 5
Curriculum76
A free, downloadable
NorQuest College
document that includes
http://www.norquest.ca/pdf/
(among other things) an
edresources/linc5_aug08.pdf Als
implementation guide with
available on the ATESL database
sample topics, tasks/activities, www.atesl.ca/resources
project ideas, resources,
scheduling suggestions,
rubrics, and evaluation forms.
CLB 6 listening and speaking
CLB 5 reading and writing
At Work Settlement.Org
http://atwork.settlement.org/sys/
atwork_library_detail.asp?doc_
id=1004978
Guidelines
Computer Assisted
Language Learning: A
Software guide for the
LINC classroom
A free downloadable
document that includes
instructions and explanations
regarding incorporating
following software into the
LINC 1-5 curriculum: Explore
At Work Settlement.Org
http://atwork.settlement.org/sys/
atwork_library_detail.asp?doc_
id=1002363
A free downloadable
At Work Settlement.Org
document that includes
http://atwork.settlement.org/
thematic content on parenting downloads/linc/ParentP.pdf
topics. CLB 1-4
Module Bank
Free, downloadable
documents that include
teaching tips for novice
teachers and activities for
listening, speaking, reading,
writing, grammar, and
strategies. Also includes Rural
Settlement lesson plans and
Staying Safe at Work lessons,
referenced to the CLB. CLB
1-4/5
ITSESSENTIAL.ca
http://www.itsessential.ca/
itsessential/display_page.asp?pag
id=217
ITSESSENTIAL.ca
http://www.itsessential.ca/
itsessential/display_page.asp?pag
id=409
24 Alberta occupational
Alberta Learning Information Serv
profiles written for adults with http://alis.alberta.ca/ec/cp/oi/
low literacy skills. Each profile EasyReading.html
includes the typical duties,
conditions, requirements, prerequisites, and wages of the
occupation, along with the
story of a person in that
occupation.
Learning English with CBC 10 ESL listening lesson plans CBC Ottawa
based on CBC video and audio http://www.cbc.ca/ottawa/esl/inde
clips on topics related to
html
Conclusion
Textbooks should help students to feel at ease. The layout of presentation, tasks
and activities, and texts and illustrations should all look friendly to the students
so that they fell relaxed when seeing them.
Textbooks should help students to develop confidence. Good textbooks help to
build up students confidence by providing tasks or activities that students can
cope with.
Textbooks should meet students needs. What is covered in the textbooks should
be relevant and useful to what the students need to learn and what they want to
learn.
Textbooks should expose the students to language in authentic use. Generally
speaking, textbooks written in authentic language are more motivating and
challenging.
Textbooks should provide the students with opportunities to use the target
language to achieve communicative purposes.
Textbooks should take into account that the positive effects of language teaching
are usually delayed. Research into SLA shows that it is a gradual rather than an
instantaneous process and that this is equally true for instructed learning. So it is
important for textbooks to recycle instruction and to provide frequent and ample
exposure to the instructed language features in communicative use.
Textbooks should take into account that students differ in learning styles. Tasks
and activities should be variable and should cater for a range of learning styles so
all students can benefit.
Textbooks should take into account that students differ in affective factors. Good
textbooks should accommodate different attitudinal and motivational background
as much as possible.
Textbooks should maximize learning potential by encouraging intellectual,
aesthetic and emotional involvement which stimulates both right and left brain
activities. Good textbooks enable the students to receive, process and retain
information through multiple intelligences.
14.3 Selecting textbooks
Some people think evaluation and selection are more or less the same thing.
After all, we select after we evaluate. However, evaluating textbooks is one thing,
selecting textbooks is quite another. For instance, when we evaluate a textbook
without an intention to use it for a certain group of students, we try to examine
whether what is covered in the book can really fulfill the original purposes of the
writer of the book. In another word, is the book really suitable for the learners for
whom the book is intended?
When we evaluate a textbook with an intention of adoption, we try to match what
is offered by the book with the needs of our language program. However, this is
no easy job for the teachers. For one thing, teachers may be overwhelmed by the
rich contents of the book, which usually has several volumes. For another,
teachers do not always have a clear awareness of what their students need. In
order to make the job of textbook selection easier, materials researchers have
developed several practical and operational checklists for classroom teachers.
Grant designed a three-part questionnaire which can be used as a checklist when
teachers select textbooks for their students. Basically the questionnaire helps
teachers to examine the extent to which a textbook suits the students, the
teacher and the syllabus and examination:
Choosing a textbook: questionnaire (part 1)
Does the book suit your students?
1
Is it attractive? Given the average
your students, would they
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
10
Can one use the book in the classroom with- YES PARTLY NO
YES PARTLY NO
necessary?
6
YES PARTLY NO
time-consuming preparation?
7
and revision?
colleagues?
Score: 2 points for every YES answer.
1 point for every PARTLY answer.
0 for every NO answer.
YES PARTLY NO
in a creative manner?
3
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
target examination?
7
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
YES PARTLY NO
examination technique?
Score: 2 points for every YES answer.
1 point for every PARTLY answer.
0 for every NO answer.
14.4 Adapting textbooks
Despite the great effort that textbook writers make to meet the needs of the
intended users, textbooks are subjective to adaptation when they are actually
used in the classroom. After all, most commercial textbooks are written for any
particular class. The following options are suggested to adapt materials:
omission: the teacher leaves out things deemed inappropriate, offensive,
unproductive, etc. 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.
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 as additional
dimension. (For example, a vocabulary activity is extended to draw attention to
some syntactic patterning.)
rewriting/modification: teacher may occasionally decide to rewrite material,
especially exercise material, to make it more appropriate, more
communicative, more demanding, more accessible to their students, etc.
replacement: text or exercise material which is considered inadequate, for
whatever reason, may be replaced by more suitable material. This is often from
other resource materials.
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.
branching: teachers may decide to add options to the existing activity or to
suggest alternative pathways through the activities. (For example, an experiential
route or an analytical route.)
Textbook adaptation can be done at three levels. The first level is macro
adaptation, which is ideally done before the language program begins. After
comparing what is covered in a textbook and what is required by the syllabus or
examination, the teacher may find that certain areas or even whole units of the
book can b e omitted, and certain contents need to be supplemented. Macro
adaptation is very important because it helps the teacher to avoid waste if time
and every of the teacher and the students as well. It also helps the teacher t see
in advance what he or she needs to supplement so that he or she can keep an
eye on materials that could be used.
The second level of adaptation is adapting a unit. This could be reordering the
activities, combining activities, omitting activities, rewriting or supplementing
exercise material, etc. Unit adaptation helps to make the classroom teaching
more smooth and cohesive. It also helps the teacher to better fulfill the aims of a
unit.
The third level is adaptation of specific activities in a unit. Occasionally an activity
I regarded as valuable, but it is not well-designed or it is not feasible in particular
class. If the teacher does not want to give up the activity, he or she needs to
adapt it.
Very often, adaptation involves supplementation, that is, teachers add materials
from other resources to the textbook they are using. It is believed that authentic
materials are better than non-authentic materials for supplementation. So
teachers who make a point of collecting authentic materials find it much easier to
adapt textbooks. This is especially true in ELT contents where authentic English
materials are not always readily to hand.
14.5 Conclusion
In this unit we have briefly talked about textbook evaluation, selection and
adaptation. The value of these actions is so obvious that no one would argue
against it. However, these actions can be done only when three conditions are
met.
Firstly, teachers need to have the authority to evaluate, select and adapt
textbooks. In many cases, teachers are simply told to use a certain textbook. In
worse circumstances, teachers are told to use a book. Some teachers are even
criticized for intentionally leaving out activities that they do not consider
appropriate or necessary.
Secondly, teachers have to have the initiative to evaluate, select and adapt
textbooks. Very often, with a heavy workload, teachers simply do not have the
time or energy t do anything beyond lesson planning and making students
homework. Without explicit encouragement from authorities, many teachers do
not make an effort to evaluate and adapt textbooks.
Thirdly, teachers need to know how to evaluate, select and adapt textbooks. At
the time when this book is being written, very few ELT teacher education
programs in China offer specific training in materials evaluation and design, and
publications on ELT materials are hard to find. If textbook evaluation is ever done,
it is mostly impressionistic judgment based on experience or intuition. It is the
concern for this deplorable situation that made the authors incorporate this last
unit into a methodology book, which, in normal cases, would not touch the
material world.
In this unit, we did not specifically discuss textbook creation, though some
classroom teachers are already involved in it. However, most of the suggested
ideas about textbook evaluation and adaptation are also applicable to textbook
creation.
http://zy.swust.net.cn/06/1/zxyyjcjf/unit%2014%20evaluating%20and
%20adapting%20textbooks.htm
Selecting and Developing Teaching/Learning Materials
Kenji Kitao, Doshisha University (Kyoto, Japan)
kkitao [at] mail.doshisha.ac.jp
S. Kathleen Kitao, Doshisha Women's College (Kyoto, Japan)
kkitao [at] mail-t.dwc.doshisha.ac.jp
Why do We Use Materials/What are Materials for?
Language instruction has five important components--students, a teacher,
materials, teaching methods, and evaluation. Why are materials important in
language instruction? What do materials do in language instruction? Can we
teach English without a textbook?
Allwright (1990) argues that materials should teach students to learn, that they
should be resource books for ideas and activities for instruction/learning, and that
they should give teachers rationales for what they do. From Allwright's point of
view, textbooks are too inflexible to be used directly as instructional material.
O'Neill (1990), in contrast, argues that materials may be suitable for students'
needs, even if they are not designed specifically for them, that textbooks make it
possible for students to review and prepare their lessons, that textbooks are
efficient in terms of time and money, and that textbooks can and should allow for
adaptation and improvization.
Allwright emphasizes that materials control learning and teaching. O'Neill
emphasizes that they help learning and teaching. It is true that in many cases
teachers and students rely heavily on textbooks, and textbooks determine the
components and methods of learning, that is, they control the content, methods,
and procedures of learning. Students learn what is presented in the textbook, and
the way the textbook presents material is the way students learn it. The
educational philosophy of the textbook will influence the class and the learning
process. Therefore, in many cases, materials are the center of instruction and one
of the most important influences on what goes on in the classroom.
Theoretically, experienced teachers can teach English without a textbook.
However, it is not easy to do it all the time, though they may do it sometimes.
how it should be taught. Writers may use a certain approach, for example, the
aural-oral approach, and they choose certain activities and select the linguistic
and cultural information to be included.
Clarke (1989) argues that communicative methodology is important and that
communicative methodology is based on authenticity, realism, context, and a
focus on the learner. However, he argues that what constitutes these
characteristics is not clearly defined, and that there are many aspects to each.
He questions the extent to which these are these reflected in textbooks that are
intended to be communicative.
In a study of English textbooks published in Japan in 1985, the textbooks were
reviewed and problems were found with both the language and content of many
of the textbooks (Kitao et al., 1995).
Language
English textbooks should have correct, natural, recent, and standard English.
Since students' vocabulary is limited, the vocabulary in textbooks should be
controlled or the textbooks should provide information to help students
understand vocabulary that they may not be familiar with. For lower-level
students, grammar should also be controlled. Many textbooks use narratives and
essays. It would be useful to have a variety of literary forms (for example,
newspaper articles, poetry, or letters), so that students can learn to deal with
different forms.
Information on Culture
The cultural information included in English textbooks should be correct and
recent. It should not be biased and should reflect background cultures of English.
It should include visual aids etc., to help students understand cultural
information.
From Learners' Viewpoints
Content English textbooks should be useful, meaningful and interesting for
students. While no single subject will be of interest to all students, materials
should be chosen based, in part, on what students, in general, are likely to find
interesting and motivating.
Difficulty. As a general rule, materials should be slightly higher in their level of
difficulty than the students' current level of English proficiency. (Exceptions are
usually made for extensive reading and extensive listening materials, which
should be easy enough for students to process without much difficulty.) Materials
at a slightly higher level of difficulty than the students' current level of English
proficiency allow them to learn new grammatical structures and vocabulary.
Instructional issues. English textbooks should have clear instructional procedure
and methods, that is, the teacher and students should be able to understand
what is expected in each lesson and for each activity.
Textbooks should have support for learning. This can take the form of vocabulary
lists, exercises which cover or expand on the content, visual aids, etc.
Traditionally, language teaching materials in Japan are made up mostly of text,
with few, if any, visual aids. However, with the development of technology,
photos, visual materials and audio materials have become very important
components of language teaching materials, and they are becoming easier to
obtain. Teachers need to learn how to find them, and how to best exploit these
characteristics.
Materials are getting more complicated, and instructional philosophy, approach,
methods, and techniques are getting more important. Teachers need to be able
to evaluate materials involving photos, videos, and computers now.
How Can We Learn About Materials?
There are various ways to get information about textbooks and other teaching
materials. Many materials are published by publishers and developed and
distributed by commercial companies. Thus, publishers are useful (if not entirely
unbiased) sources of information and advice about what materials are available
and what materials are appropriate for various purposes. Many publishers provide
sample copies on request. Bookstores that carry textbooks are another possible
source of information. Clerks at such bookstores may help you find the materials
you want. In addition, publishers' displays at conferences are useful. They usually
have the most recent materials, exhibitors are willing to help you and answer
your questions, and in some cases, you will have opportunities to meet and talk
with the authors. Colleagues and friends who are teachers are also good sources
of recommendations of textbooks and advice about how to best use them. Finally,
there is information from computer mailing lists and web pages on the Internet.
Lists on language teaching often have discussions on materials, and you can ask
questions and may get good feedback. Many publishers have www pages and email addresses, so you can check with them and also ask questions about the
materials.
How do We Get Materials?
In addition to publishers, there are many possible sources of materials. There is a
lot of material available on the Internet. You can search for materials when you
have free time, and store them for your future classes.
Many teachers go abroad during vacations these days, and they can collect
materials in English-speaking countries. TV and radio are good sources. They
provide a variety of materials. The information is current and the language is
natural, but the content has to be chosen carefully. Newspapers, magazines,
advertisements, and other types of printed material are very useful. Teachers can
take photos, make video tapes or record audio tapes. If they make plans before
they go overseas, they may be able to make good video or audio programs.
Even in your home country, you can browse the world wide web and search for
useful materials for classes. There are lots of sources of materials and photos on
www.
In our example we see that the coursebooks are suitable in terms of learner age,
level and desire for a communicative learning situation. Points of divergence
include; preparation for FCE which is not the course aim, and an absence of
reference to the social aspect of the learning situation. Following the first stage of
our evaluation we can see that the intended learning situation in both
coursebooks is compatible with the actual situation, and we are already starting
to get an idea of what areas of the coursebook might need to be adapted.
Step 2: Analysis of the Methodology and Syllabus
After identifying the learning situation, we can begin to think about what type of
methodology might be suitable. Inexperienced teachers may lack extensive
knowledge of methodological theory but can still consider what type of teaching
is appropriate. Possibilities include a traditional teacher centred methodology, a
communicative approach or task based learning. Whether a structural, functional
or other type of syllabus is suitable can also be considered. The most appropriate
methodology and syllabus will depend on the group.
A starting point for identification of methodology might be claims made in the
teachers book. The teacher can then look in the coursebook in an attempt to
verify these claims (Cunningsworth, 1995: 97-108). In the case of the example,
the coursebooks both claimed to use a communicative approach, which, although
it cannot be clearly defined as a unified methodology, can be characterized by
authenticity, real world simulation and meaningful tasks (Brown, 2001: 39).
Analysis showed that not only was language usage taught, but was also
combined with varying degrees of opportunity for use, which does imply
perspectives based on communicative methodology (Larsen-Freeman, 1986:
123). However, the unit structures observed in both coursebooks implied a more
traditional methodology.
In order to analyse the syllabus, a simple list of the sequencing of language items
or uses can be made. Both coursebooks devoted each unit to the presentation of
one or (a small selection) of grammatical structures, which were sequenced
according to complexity, learnability and usefulness, which implies a traditional
structural influence to syllabus design (Cunningsworth, 1995: 55). The
sequencing was arranged reflecting a common simple to complex pattern
(Richards: 2001, 150). The courses covered structures which upper intermediate
level students would be familiar with, such as past simple and continuous, and
progressed to less frequently occurring, more complex or more difficult to learn
structures. This sequencing of units determined by linguistic complexity is a
characteristic typically associated with an Audio-Lingual methodology (Richards
and Rodgers, 1986: 67).
The second step has revealed through observation that Coursebook X and
Coursebook Y tend towards more traditional types of methodology and syllabi.
Judgment can now begin to be made as to whether this is appropriate for the
group.
Step 3: A Closer Look at Individual Units
Having established the needs of the learners and the methodologies of the
coursebooks, open and unbiased closer analysis of the materials is now
beneficial. In this stage, single units are evaluated, as how a unit presents
language can indicate the strengths and weaknesses of coursebooks. However,
remember that one unit may not reflect the whole coursebook (Cunningsworth,
1995: 2). Following analysis the teacher can again reflect upon which coursebook
seems most appropriate.
In the case of this example, comparable units presenting the narrative tenses
were selected, as an accurate and increasingly fluent use of the narrative tenses
represents the transition from Threshold to Independent user, (Association of
Language Teachers in Europe, 2002: 6-10). The selection of unit depends on the
unique situation and should be decided by the evaluating teacher.
In the Contents section of the students book, Coursebook Y lists the following
areas of language covered in five student book pages, plus two extra pages for
vocabulary and writing, two additional photocopiable activities and three
workbook pages.
Coursebook Y Main Teaching Points
Telling an anecdote
Phrasal verbs
In summary, the main teaching points of the units are grammatically similar
although in terms of vocabulary, the units each cover different areas. Coursebook
Y appears to be more suitable for the learners in this example.
Step 4: Evaluation Strengths and Weaknesses of each Unit
In this stage, a subjective evaluation of the strengths and weakness of the
coursebooks is made. In order to systematically evaluate strengths and
weaknesses, a process of selecting and rating criteria can be used (McGrath,
2002: 56). Use of some academic evaluation techniques may require extensive
experience or post graduate theoretical knowledge. In order to make the process
suitable for all professionals, a more concise list of criteria was developed. Which
criteria to assess depends on the individual situation. A rating system using a
simple numerical score or judgement of suitable (S) or not suitable (NS) can be
used depending on time constraints. The criteria selected were:
Aims and Approaches
Correspondence between coursebook and course aims, text adaptability, design
and organization, the inclusion of structural and functional aspects, attention to
language recycling and user-friendliness were all rated.
Language Content
The authenticity of materials, coverage of suitable language, range of
vocabulary, attention to pronunciation, attention to language above sentence
level (social norms etc), and attention to language styles and moods were rated.
Skills
The degree of coverage of all four skills was rated, as was integration of skills
work and balance of skills practised. The suitability of reading, listening, writing
and speaking activities was assessed.
Topic:
The suitability of topics in terms of age, culture and social issues was rated, along
with the adaptability and sophistication of topic and inclusion of humour.
Methodology
The appropriateness of approach, degree of student centreedness, suitability for
presenting and practising language, the degree of structural aspect to grammar
presentation, attention to study skills and learner autonomy were rated.
The example evaluation indicated that no unit is more suitable in all categories,
and for some criteria, such as methodology, the units show little variation. The
language content is slightly more suitable in Coursebook Y. Skills are a strength of
Coursebook X
Step 5: Trialling
If the specific situation allows, in-depth scrutiny of individual exercises can also
provide valuable insights (Cunningsworth, 1995: 2). This process involves trialling
comparable exercises with the learners. Inclusion of learners in material
evaluation can encourage ownership of the resulting decisions (Chambers, 1997:
29). Furthermore, learners may provide insights which teachers have neglected
to consider. In this example, feedback after trialling indicated that in contrast to
the teachers opinion, the replacement text was not viewed negatively by
learners.
Step 6: Selection
Having completed the above process, which should be achievable by most
professional teachers despite differences in experience or busy schedules, the
involved parties can now make a selection of an appropriate coursebook, or, if
the evaluation is of only one coursebook, decisions based on the evaluation can
be made as to the best way to use the material.
In the case of the example we can conclude that both coursebooks display
desirable characteristics and areas of weakness. Following the systematic
example the strengths and weaknesses of the replacement coursebook were
better understood causing them to reconsider the initial negative opinions of the
replacement (which may have been due to reluctance to change), allowing
teaching staff to use the new material more effectively to the benefit and
increased satisfaction of teachers and learners. Later feedback from the learners
expressed satisfaction with new text.
Conclusions
Using an authentic example situation, this article has demonstrated a process
which inexperienced and/or busy teachers can use to evaluate coursebooks,
individually or comparatively, for the purpose of either selection or maximizing
effective use.
As a teacher, school manager or Director of Studies, it is advantageous to be able
to select appropriately from available materials, be creative and modify and
supplement coursebooks (Dudley-Evans and St. John (1998) in Richards, 2001:
260). Furthermore, the process of evaluation itself can increase understanding of
the factors involved in evaluation and the advantages of systemized analysis and
evaluation (Ellis, 1997b: 41).
References
The Internet TESL Journal, Vol. XVI, No. 11, November 2010
http://iteslj.org/
http://iteslj.org/Articles/Shave-CourseBookEvaluation.html
The Internet TESL Journal
A Teacher Friendly Process for Evaluating and Selecting ESL/EFL
Coursebooks
Jon Shave
jonathanshave ({-at-}) hotmail.com
Alpha Beta Piccadilly (Bolzano, Italy)
This article demonstrates a simple and effective coursebook evaluation process
suitable for all teaching professionals regardless of workload or experience.
Existing evaluation methods (Cunningsworth, 1995; McGrath 2002 etc) often
require considerable time and experience for effective use. An authentic example
is used to model this simple and effective analysis process which examines the
motivated? What is their motivation? What are their interests and values? What is
the role, experience and teaching style of the teacher? Are they free to adapt
materials?
All teaching/learning situations are unique (McGrath, 2002: 10) and the above
questions provide data relevant to the specific investigation in question (ibid. 2527). No pre-prepared set of questions will be completely suited to a real
classroom (Cunningsworth, 1996: 5). For this reason, questions can and should be
revised to meet the needs of the specific evaluation in order to best identify the
actual teaching/learning situation.
In the example situation the following characteristics were identified:
In our example we see that the coursebooks are suitable in terms of learner age,
level and desire for a communicative learning situation. Points of divergence
include; preparation for FCE which is not the course aim, and an absence of
reference to the social aspect of the learning situation. Following the first stage of
our evaluation we can see that the intended learning situation in both
coursebooks is compatible with the actual situation, and we are already starting
to get an idea of what areas of the coursebook might need to be adapted.
Step 2: Analysis of the Methodology and Syllabus
After identifying the learning situation, we can begin to think about what type of
methodology might be suitable. Inexperienced teachers may lack extensive
knowledge of methodological theory but can still consider what type of teaching
is appropriate. Possibilities include a traditional teacher centred methodology, a
communicative approach or task based learning. Whether a structural, functional
or other type of syllabus is suitable can also be considered. The most appropriate
methodology and syllabus will depend on the group.
A starting point for identification of methodology might be claims made in the
teachers book. The teacher can then look in the coursebook in an attempt to
verify these claims (Cunningsworth, 1995: 97-108). In the case of the example,
the coursebooks both claimed to use a communicative approach, which, although
it cannot be clearly defined as a unified methodology, can be characterized by
authenticity, real world simulation and meaningful tasks (Brown, 2001: 39).
Analysis showed that not only was language usage taught, but was also
combined with varying degrees of opportunity for use, which does imply
perspectives based on communicative methodology (Larsen-Freeman, 1986:
123). However, the unit structures observed in both coursebooks implied a more
traditional methodology.
In order to analyse the syllabus, a simple list of the sequencing of language items
or uses can be made. Both coursebooks devoted each unit to the presentation of
one or (a small selection) of grammatical structures, which were sequenced
according to complexity, learnability and usefulness, which implies a traditional
structural influence to syllabus design (Cunningsworth, 1995: 55). The
sequencing was arranged reflecting a common simple to complex pattern
(Richards: 2001, 150). The courses covered structures which upper intermediate
level students would be familiar with, such as past simple and continuous, and
progressed to less frequently occurring, more complex or more difficult to learn
structures. This sequencing of units determined by linguistic complexity is a
characteristic typically associated with an Audio-Lingual methodology (Richards
and Rodgers, 1986: 67).
The second step has revealed through observation that Coursebook X and
Coursebook Y tend towards more traditional types of methodology and syllabi.
Judgment can now begin to be made as to whether this is appropriate for the
group.
Telling an anecdote
Phrasal verbs
In summary, the main teaching points of the units are grammatically similar
although in terms of vocabulary, the units each cover different areas. Coursebook
Y appears to be more suitable for the learners in this example.
Step 4: Evaluation Strengths and Weaknesses of each Unit
the teachers opinion, the replacement text was not viewed negatively by
learners.
Step 6: Selection
Having completed the above process, which should be achievable by most
professional teachers despite differences in experience or busy schedules, the
involved parties can now make a selection of an appropriate coursebook, or, if
the evaluation is of only one coursebook, decisions based on the evaluation can
be made as to the best way to use the material.
In the case of the example we can conclude that both coursebooks display
desirable characteristics and areas of weakness. Following the systematic
example the strengths and weaknesses of the replacement coursebook were
better understood causing them to reconsider the initial negative opinions of the
replacement (which may have been due to reluctance to change), allowing
teaching staff to use the new material more effectively to the benefit and
increased satisfaction of teachers and learners. Later feedback from the learners
expressed satisfaction with new text.
Conclusions
Using an authentic example situation, this article has demonstrated a process
which inexperienced and/or busy teachers can use to evaluate coursebooks,
individually or comparatively, for the purpose of either selection or maximizing
effective use.
As a teacher, school manager or Director of Studies, it is advantageous to be able
to select appropriately from available materials, be creative and modify and
supplement coursebooks (Dudley-Evans and St. John (1998) in Richards, 2001:
260). Furthermore, the process of evaluation itself can increase understanding of
the factors involved in evaluation and the advantages of systemized analysis and
evaluation (Ellis, 1997b: 41).
References
The Internet TESL Journal, Vol. XVI, No. 11, November 2010
http://iteslj.org/
http://iteslj.org/Articles/Shave-CourseBookEvaluation.html
http://iteslj.org/Articles/Shave-CourseBookEvaluation.html