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ATESL Adult ESL Curriculum Framework

4: Selecting Methods and Materials

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

There is no best method out there ready and waiting


to be discovered.1

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

Moving beyond methods

The ATESL Curriculum Framework considers curricula to be both planned and


lived. Given this perspective, curriculum design should be flexible enough to
allow for a variety of methods and approaches that will suit different learning and
teaching styles. Within the curriculum-as-planned, the development of language
proficiency, intercultural communicative competence, learning strategies, elearning, and content area knowledge are considered in an intentional,
responsive, integrated way. We propose, then, that curriculum developers and
instructors avoid a one- size-fits-all approach, moving beyond a view of methods
as fixed and static to a view of methods that takes a flexible, responsive
approach.
Table 1 provides an overview of language-centred, learner-centred and learningcentred methods represented along a continuum. A responsive approach to
instruction recognizes there is movement between these methods/ approaches
depending on the linguistic and communicative focus of the task. For instance, it
may be suitable to use a substitution drill as an enabling activity to focus
learners attention on a particular language form, such as the simple past verb
tense (a common Audiolingual technique). The substitution drill could then be
paired with a meaning- focused role-play allowing learners to build and practice
communicative fluency using the target language form (a common
Communicative Language Teaching technique). While the three broad categories
included in the Methods Continuum have a distinct focus, there is considerable
cross-over, particularly between learner- and learning-centred approaches.
The task-based approach15 described in the Section 3: Sequencing Tasks section
of the ATESL Curriculum Framework is not considered an instructional method;
rather it is an approach to curricular content, 16 much like theme-based or projectbased learning. A task-based curriculum, however, may include a combination of
language-centred, learner- centred, and learning-centred tasks and activities. 17
Table 1. Methods Continuum: Overview of language-centred,
learner-centred, and learning-centred methods. 18

Language-centred
methods

Learner-centred
methods

Learning-centred
methods

Primary focus

Linguistic forms

Grammatical accuracy
and communicative
fluency

The learning process

Language focus

Language forms (i.e,


linguistic/ grammatical
structures)

Language forms and


functions (i.e.,
pragmatic or meaningfocused)

Language forms and


functions developed
through communicativ
practice

Guiding principles Language develops in an


additive and linear
manner through
conscious effort.
Language learning is
considered intentional.

Language develops in a Language develops in


(mostly) additive and
non- linear way throug
linear way. Language
meaning- making.
learning is largely
Language learning is
intentional and based on more incidental than
the needs, interests, and intentional.
goals of the learner.

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

Reasoning gap, opinio


gap, information gap,
projects

Principles for selecting materials

Materials may contribute to both goals and content


but they cannot determine either. What is learnt, and
indeed, learnable is a product of the interaction
between learners, teachers and the materials at their
disposal. 19

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.

In an e-survey of the ATESL membership, respondents were asked What kinds of


materials do you use with your learners? 20 Not surprisingly, results indicated that
100% of the respondents use teacher-prepared materials in their programs. In
addition to using teacher-prepared materials, 94% of respondents also use
authentic materials, 85% use published materials, 84% use online materials, and
34% use course packs. When ESL program administrators in Alberta were
interviewed,21 they reported that a wide variety of materials are used in their
programs, and specifically, they referred to textbooks (with Canadian content,
when available), dictionaries, web-based resources such as online repositories
and websites, CLB-based documents,22 profession-specific materials (e.g.,
professional literature, textbooks, case-studies), in-house generated materials
and resources, and learner-generated materials. The following challenges were
raised by the program administrators as they spoke about materials:
Limited resources to support Canadian Language Benchmarks-based curricula
and instruction
Limited profession-specific resources
Lack of correlation between ready-made materials and the specific outcomes
identified within the curriculum
Lack of textbooks and other published learning materials that include Canadian
and multicultural content Limited funding to support training initiatives for
learners and instructors to effectively use educational technologies 23 (including
technology-based materials and resources)
The following section addresses nine principles for selecting materials to support
and contextualize curricular goals, learning outcomes, and tasks (see Figure 1). 24
Accompanying each principle is an explanation of its role and importance,
examples illustrating the principle in practice, and a set of questions that
highlight key considerations to bear in mind when selecting materials. The
principles are relevant for selecting, adapting, or creating materials.

Figure 1. Nine principles for selecting materials for ESL curricula

Materials support the development of learners' English language proficiency for


effective communication in real-world situations

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:

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LINC Programming in Alberta
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Classroom activities and tasks reflec
authentic communicative, real-world
Learners become familiar with language forms and
interactions and tasks that learners
functions, genres, and language varieties (e.g., dialect,
register) used in real- world contexts. For example, some could expect to participate in, in spe
community/social, work or academic
features of natural speech, including pauses and fillers,
are generally not presented in published materials (e.g., settings. (Indicator 5)
Reading or listening materials
textbooks).
Appeal to the interest of learners.
Learners confidence for communicating in real-world
Are authentic, including resources
contexts increases when they have time to build and
from community, workplace or furthe
practice their language skills and knowledge using
education settings. (Indicator 3)
authentic materials in the language classroom.
Learners recognize the relevance of instruction because
they see that what they are learning will help them
achieve their communicative goals outside the
classroom.

Authentic materials focus learners attention on language input used in the


context in which it occurs. Providing this context allows learners to see how
language is actually used, and often provides enough information in the context
(e.g., through formatting, photographs and images) for learners to make sense of
the meaning, even when the language is somewhat beyond their level. For
example, travel brochures may be used in a high intermediate ESL course to
draw learners attention to the use of participial phrases (e.g., 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 29). The headings

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.

Select materials that connect to learners real world needs, interests


and future goals.
Learners have expectations about what they will need to
know as they pursue their educational, employment,
professional, and/or personal goals. Whether an elderly
learner enrolls in a part-time ESL evening course to build
his confidence to speak English within his community, or
a foreign-trained engineer participates in an Enhanced
Language Training program to build her professional
language proficiency in order to find an engineering
position in a Canadian firm, each learner is seeking to
fulfill a particular goal. ESL programs vary widely across
the Adult ESL/EAL Continuum31 in terms of the learner
cohorts they attract and serve, and even within a
particular program, learner cohorts may differ from one
class to another. In some settings it is possible for
curriculum developers and instructors to ask learners
about the types of materials they find meaningful and
useful;32 in other settings this may not be possible, as
materials and course books may need to be ordered
months in advance of a class.

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Class content (e.g., themes,
listening/reading texts, speaking/writi
topics, communicative tasks) is
meaningful, appealing and engaging,
with a transparent connection to the
learners real- world needs and future
goals.

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

way of life,33 authentic materials that support language development may


include grocery, furniture, and hardware store advertisements; application forms
(e.g., employment, drivers license, credit card); postal and courier forms; video
clips; and listening materials such as webcasts, radio or educational podcasts. 34
When curriculum developers are able to select relevant authentic materials that
connect to learners real world needs, interests and future goals, programs are
better able to provide effective and responsive learning experiences.
Use Checklist 1 to help determine whether the materials you have selected,
created, or adapted support the development of learners English language
proficiency for effective communication in real-world situations.

Checklist 1. Do the materials support the development of learners.


English language proficiency for effective communication in real-world situations?

Materials reflect the learners real-world communicative goals and interests.


Materials are relevant to the learners future contexts.
Materials contextualize language use in a meaningful way (e.g., through
formatting and the appropriate
use of quality photographs and images).
Materials are oriented to adults.

35

Materials include authentic language in use or language that has been


modified while retaining the
properties of the authentic material (i.e., authentic or authentic-like).
Materials provide opportunities to develop and practice language skills that are
transferable to other areas
of study or to professional and leisure pursuits. 36
E-learning tools and resources provide authentic language in context and
expose learners to language in
use consistent with their real-world communicative needs and goals.

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.

Table 2. Authentic materials to support learning outcomes within a


particular real-world communicative situation

Real-world communicative
Contexts

Learning outcomes

Types of authentic mater

In the community

Learners will identify key words Sample fieldtrip forms for


and information (e.g., date, time, elementary school children s
location, event, cost, items to
home for parents to sign.
bring) in a short formatted text.

In educational
programs/institutions

Learners will correctly cite


sources to support their own
opinions in writing.

Published articles, sample


research

In the workplace

Learners will correctly and


accurately complete a
moderately complex, formatted
order form.

Sample purchase and sales


order forms, job applications
medical or dental benefits
forms.

In professional or trade
workplaces

Learners will create a PowerPoint


slideshow providing detailed
safety procedures suited to their
target workplace.

Safety brochures, emergenc


protocols, Workplace Hazard
Materials Information System
documents, images.

papers, APA/MLA guidelines.

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.

Checklist 2. Are the materials consistent with the learning outcomes.


and do they support the tasks included in the curriculum

Materials serve the course; materials are not the driver of the course.

Materials are tied in some way to one or more learning outcomes.


Materials support the learning outcomes and tasks in meaningful, intentional
ways with real-world
communicative goals and contexts in mind.
Materials are related to and organized by the themes, projects, or tasks
presented in the curriculum.
Materials support both skill-building and meaning-making tasks and activities.
Materials support the building of both receptive and productive language skills
within each theme,
project, and/or across tasks.
Materials promote both language learning and language use.
If relevant, e-learning materials support the development of digital literacy.
As appropriate, materials include answer keys and provide annotations to
guide instructors as they plan.

Materials build on learners' skills, backgrounds, and experiences

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.

For more about needs analyses, see Section 1: Determining Needs.

Materials provide opportunities for learners to prepare for learning, as well as


facilitate the learning process. For instance, asking learners to consider what they
already know about a topic (or what their past experiences have been in a

particular situation) works to connect their background knowledge 40 and previous


knowledge41 to new information. This may be done in a number of ways, for
example, by including visuals (e.g., photos, images, maps) and graphic organizer
templates42 as a part of the learning activities. When visuals and graphic
organizers are included as a part of the curriculum package, instructors are able
to select those best-suited to the learners, the tasks, and the instructional
approach. Table 3 below provides examples of how visuals and graphic organizers
can be used at different language levels.

Table 3. Select materials that include visuals and graphic organizers.

Language Level

Example

Beginner

Use a K-W-L chart43 as a pre-reading and post-reading activity.


pre-reading activity, learners examine the title and a short
descriptive paragraph, and then complete the Know column of a
W-L chart. Learners then complete the What column describing
what they want to learn about the topic. This pre-reading activity
serves to link what learners already know with what they want t
know or learn about the topic. It also helps them anticipate what
they might read about in the short text. This builds on learners
previous knowledge and prepares them to learn something new.
As a post-reading activity, learners complete the Learned colum
the K-W-L chart, stating what they learned about the topic from t
reading.
K

What I know

What I want to learn

Wh

Advanced

Use a series of authentic pictures of well-known moments froze


time (e.g., Terry Fox running along the TransCanada highway, N
Armstrong walking on the moon, Japanese students folding cran
for the Peace Park in Hiroshima) to prompt learners to use mann
clauses in descriptions.
Distribute a few photos to each group of two or three learners.
Using the pictures as prompts, learners describe the people or th
scene in the photo using manner clauses as if and as though.
After discussing the photo using manner clauses, learners write
their descriptions in two or three sentences.

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.

Checklist 3. Do the materials consider learners skills, backgrounds, and experiences?

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.

Materials focus learners on the salient features of language in use

Materials may be selected to support a skill-based course that focuses exclusively


on developing one language skill (i.e., listening, speaking, reading, or writing), or
materials may be selected to support an integrated skills approach. In both
approaches to curriculum design, the selected materials should draw learners
attention to the salient features of authentic language in use. There is general
consensus in the literature that drawing learners attention to particular features
of language will eventually lead to the acquisition of the target features. 44

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.

Langu Sample task


age
level

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?

Materials build on learners previous knowledge about target language


features.
Materials are selected to provide multiple exposures to the target language
(e.g., skills, forms, functions),
offering learners repeated language practice in novel or different contexts (i.e.,
recycling).
Materials present opportunities for learners to build accuracy and fluency by
accommodating a focus on
forms, functions, and meaning to prepare for real-world communication.
Materials include language input that is contextualized in a meaningful way
(i.e., do the materials draw
learners attention to the use of language features).
Materials encourage learners to explore different contexts in which new
language may (or may not) be
appropriate and useful.

For more information about sequencing, spiraling, and scaffolding, see Section 3:
Sequencing Tasks.

Materials support a mindful approach to learning

To support the development of mindful learning skills, select materials that


promote the use of socioaffective, metacognitive and cognitive learning
strategies. This will enhance learners abilities to retain, recall, and apply new
information, as well as encourage learners to be motivated, confident, open,
engaged, and interested in learning important aspects of active, mindful, selfdirected language learning. Although materials may address the development of
language learning strategies, learners may not notice this focus. It is important,
then, that instructors explicitly address strategy learning in class.

For more about socioaffective, metacognitive, and cognitive learner strategies an


for more about the eight aspects of mindful learning, see Section 6: Mindful
Learning.

As previously mentioned, materials that build on learners background and


previous knowledge, and materials that scaffold learning by using graphic
organizers and images, promote active learning. 49 Another way to promote active
learning in the ESL classroom is through materials that focus attention on the
social and collaborative nature of learning. Collaboration is mindful as it requires
learners work together to achieve some ends. 50 Collaborative learning involves
joint work on tasks, creation of shared definitions, pooling and sharing of
knowledge, and creation of emergent outcomes 51 with the purpose of creating
common communicative practices and common understandings to achieve the
goals or outcomes of the group. Select materials that engage learners
intentionally, purposefully, and collaboratively in communicative practice to
making meaning within a dyad or small group. For example,
Present a stimulating text (e.g., magazine article, essay) for learners to read
and share as a jigsaw activity.
Provide case studies or simulations for learners to investigate, discuss and
reach consensus as a group.
Present a problem that requires that learners collaborate to negotiate a solution
(e.g., writing a Dear Abby column or resolving an interpersonal conflict in the
workplace).
Themes and projects are ideally suited to engaging learners in collaborative
learning opportunities to promote mindful learning through carefully selected
materials.

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.

Checklist 5. Do the materials support a mindful approach to learning?

Materials promote positive affect among learners.


Materials integrate learning strategies (and instructors make these explicit in
the class).
Materials help learners develop the skills they need to become autonomous
learners.
Materials present content in a conditional format, rather than as a series of
absolute truths.52
Materials provide opportunities for learners to consider how their attitudes and
approaches shape their
learning experiences.
Materials encourage self-reflection.53
Materials provide opportunities for learners to make discoveries about
language.
Materials support active rather than passive participation.
Materials support learner involvement in the learning process by including
opportunities for interaction
and collaboration.
Selected e-learning tools and resources emphasize collaboration and the coconstruction of knowledge.

Materials support the development of intercultural communicative competence


and provide Canadian content

Language materials nowadays can have an


enormous social impact in terms of making learners
aware of the value of communication in modern
multicultural societies as well as in promoting the
idea of mutual understanding, tolerance and respect
towards difference in diverse multicultural
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Results from interviews with ESL program


managers in Alberta revealed that ICC is often not
articulated as a learning outcome within the
curriculum; instead, instructors generally address
culture in the classroom on a moment- tomoment basis. Furthermore, instructors may not
be well prepared for teaching culture and,
therefore, often rely on published materials,
specifically textbooks, for cultural information.55
One of the mandates of LINC programs is to teach
Canadian values to newcomers to Canada.
However, in their study of textbooks used by
these programs, Thomson and Derwing (2004)
found that 64% of the textbooks had little or no
substantive Canadian 56 content, and when texts
did focus on Canadian culture, it was generally on
big C manifestations of culture (i.e., cultural
facts, behaviours, dress, food, traditions). Texts
did not address the complexity and ambiguity of
the cultural experience as a social construct. 57
The published materials used to support LINC
programs, the largest Canadian ESL initiative, do
not necessarily include the content they were
selected to provide.58

ATESL Best Practices for Adult ESL/ LINC


Programming in Alberta
No. 63 Instructors have convenient access to
organized and regularly updated collection o
teaching/learning/assessment resources tha
are relevant to the curriculum and the needs
adult ESL learners and include Canadian/loca
content.

While is it often challenging to select published materials that present Canadian


content and culture, other types of materials may be selected or developed. Table
5 lists a sample of authentic materials that could be used to support ICC
objectives.

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

Types of authentic materials

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.

Use the cultural profiles prepared by the Government of Canada


(http://www.cp-pc.ca/) to discuss cultural stereotypes. Use Newseum
(http://www.newseum.org/todaysfrontpages) to read and view the fron
page of world newspapers to discuss cultural stereotypes.

Identify and describe


Use Canadian and foreign currency to focus on the images and symb
the significance of
used to represent Canada and other countries. Invite members of a l
cultural images and
cultural association to share cultural information and artifacts.
symbols in Canadian
cultures and their own.

Identify culturallydetermined behaviour


patterns.

Have learners take note of culturally determined behavior patterns (e


related to personal distance, eye contact, physical touch, posture,
listenership, interrupting, etc.) while on fieldtrips, volunteer opportunit
or work placement programs.

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.

Ask learners to find three photographs to illustrate a brochure promo


a particular profession. The photos they choose (e.g., iStock.com,
photos.com, Microsoft Word clip art) should reflect the diversity that ex
or that they wish existed. They present reasons for their choice of phot
Use Google maps of culturally diverse areas of your city (e.g.,
Chinatown, Little Italy) to prompt a discussion or writing activity in whi
learners analyze and describe diversity found in Canadian cities.

Examine their own


Use immigrant stories,61 reflections, or interviews to prompt learners
cultural adjustment
reflect on others experiences. Learners can be encouraged to also exp
process and the
their own experiences and choices related to acculturating into Canadi
personal balance that culture and their views on preserving their own culture (e.g., through
must be struck between journaling).
acculturation and

preserving their own


culture.

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.

Checklist 6. Do the materials focus on intercultural communicative competence


(ICC) and include Canadian content?

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).

Materials expose learners to a rich variety of current, relevant, stimulating, and


meaningful language in use

Ideally materials at all levels should provide frequent


exposure to authentic input which is rich and varied.
In other words the input should vary in style, mode,
medium and purpose and should be rich in features
which are characteristic of authentic discourse in the
target language.64

Select materials that expose learners to a rich variety of language in


use.
Language learners need exposure to language in a wide variety of ways and for a
variety of purposes.65 To create a learning environment that is linguistically rich,
consider including materials that expose learners to a rich variety of language in
use.
Provide a selection of spoken materials that includes different pronunciations,
accents, or dialects (e.g., regional, generational) that are reasonably
representative of the range of English language varieties found in Canada.
Different spoken discourse types may include formal (e.g., speech, lecture), semiplanned (e.g., radio talk show, store announcements), or informal/spontaneous
(e.g., water cooler conversations, telephone messages). Include listening
materials that include both scripted and unscripted speech.
Include a wide variety of written genre types that support the learning
outcomes and accommodate learner interests and goals, for example, literature
(e.g., short stories, novels, poems, folktales), essays, profession- specific journals
and readings, reference materials (e.g., dictionaries, thesauri), guides and
manuals, newspaper and magazine articles, recipes, newsletters and notices,
advertisements, songs, telephone books, maps, and schedules (e.g., bus,
festivals, sporting events).
Incorporate web-based or educational technologies that allow instructors and
learners to explore both spoken and written language in use, while also
encouraging collaborative language output. Technology- based materials may
include e-mail, e-surveys, podcasts, web sites (both static and interactive), wikis,
weblogs, webcasts, webinars, video, and social media (e.g., Facebook, Twitter).
Incorporate a wide array of spoken and written materials across a range of
registers and genres that work to support the learning outcomes, tasks, themes

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.

Checklist 7. Do the materials expose learners to a rich variety of current,


relevant, stimulating, and meaningful language in use?

Materials provide extensive exposure to spoken and/or written language within


the context of tasks, or
themes and projects.
A sufficient number of materials are provided to allow instructors and learners
to make choices based on
learners interests, future communicative contexts, and goals.
Online learning materials provide learners opportunities to develop written and
spoken language skills
across a range of genres (e.g., social networking, wikis, weblogs, podcasts,
webcasts).
Materials provide opportunities for learners to develop written and spoken
skills for communicating with a
variety of audiences.
Materials used to support themes, projects, and topics are relevant to the
types of learners who generally
take the course.
Materials are relevant to the learners future contexts.
Materials are meaningful and connected to learners interests and goals.
Materials include stimulating and interesting content/topics for learners.
Materials reflect current content, references, graphics and images (e.g.,
modern clothing, hairstyles).
Materials present content that is accurate and error free.
Materials are visually appealing, inviting, and inherently motivating.
Materials present clear and easy-to-follow formatting, with appropriate use of
font sizes and styles,
headings and subheadings, images and graphics.

Materials present language at an appropriate level for learners, that is, at a level
that is not too easy, and not too difficult.

The level of difficulty or complexity of language input is one of the more


challenging factors to consider when selecting materials. For courses that are
benchmarked to the CLB, performance conditions are a useful way to judge
whether materials are at an appropriate level. In Canadian Language Benchmarks

2000: English as a second language for adults, 66 performance conditions are


listed for each skill (i.e., reading, writing, listening, and speaking) at each
benchmark level. These performance conditions can help one select (or create)
texts, activities, and tasks that are at an appropriate level for a particular class.
They can also help one judge whether the texts, activities, and tasks in published
materials are appropriate for a particular benchmark level. For instance, see
Table 6 for lists of performance conditions that could serve as checklists to judge
whether listening texts and tasks are appropriate for Benchmark 2, reading texts
and tasks are appropriate for Benchmark 9, speaking materials and tasks are
appropriate for learners at Benchmark 1, or writing materials and tasks are
appropriate for learners at Benchmark 5.

Table 6. Sample Performance Conditions (Reprinted with Permission)

CLB 2 Listening Performance Conditions67

CLB 9 Reading Performance Conditions68

____ Listening texts are short monologues and


____ Context and topic may be partially famili
dialogues on familiar everyday topics.
and unfamiliar.
____ Speech is clear and at a slow to normal rate. ____Text is complex, on complex sociocultural
____ Context strongly supports the utterances
economic, or political issues.
with visual clues: face to face, video mediated, ____Text is three to five pages in length.
or both.
____If handwritten, text is legible, easy to read
____ Learner is adequately briefed for focused
____Instructions are in clear, explicit and
listening.
coherent prose, but not always presented in a
____ Instructions are mostly simple and
sequential step by step form.
compound clauses.
____Process is familiar to the learner (e.g.,
____ Some tasks require oral or physical
learner has been briefed).
response.
____Text is printed or electronic.
____ Some tasks are in a guided writing format ____Topics and language may be abstract,
(e.g., circle or match items, fill in blanks).
conceptual or technical
____ Learner may require some repetitions.
____Texts are descriptive, narrative, evaluative
reports, expository and argumentative essays
problem-solution papers, research papers.

CLB 1 Speaking Performance Conditions69

CLB 5 Writing Performance Conditions70

____ 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.

factual matters with five to seven details.


____ Information to reproduce is up to one pag
long, with easy layout; is in legible handwritin
or print.
____ Forms are moderately complex in format
to 30 items long.
____ Messages are three to five sentences lon

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.

Checklist 8. Do the materials present language at an appropriate level for learners?

Materials expose learners to new language (forms, functions, vocabulary,


expressions, etc.).
Tasks, enabling activities, and texts (length, complexity) are challenging but
not overwhelming for learners
(i.e., they require some effort, but are not discouragingly difficult).

Sufficient scaffolding and context is included to support learners as they listen,


read, and perform tasks
and activities.
If relevant, speaking and writing tasks, and listening and reading texts/tasks
conform to the performance
conditions listed for the relevant CLB levels.
If relevant, materials based on Essential Skills tasks conform to the global
descriptions listed for the ES
complexity level that correlates to the CLB level of the class. 73

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.

Materials accommodate a flexible responsive approach to instruction

To meet the practical needs of instructors, whenever possible, present materials


in the curriculum as a digital collection or repository of resources that instructors
can personalize and localize. 74 When materials are presented in this way,
instructors are able to make decisions about the materials they use in the
classroom, and they have flexibility to adapt and/or sequence materials in ways
that best address the learning needs of their students. 75 For instance, an
instructor may choose to personalize the materials she presents to her particular
learner cohort by substituting learners names or the names of local places into a
written or oral story or into a grammar or vocabulary worksheet to add interest
and familiarity to the activity. Personalizing and localizing materials in this way
works to bring relevancy and interest to the materials, so learners are likely to be
more engaged in the materials and better able to relate to the content. Further,
when graphic organizer templates are included in the curriculum package,
instructors can adapt them as necessary to support specific tasks or enabling
activities. When instructors are given the flexibility to personalize the materials,
they are able to cater to the various learning styles, preferences and intelligences
of their learners as well as better address their needs, interests, and learning
goals. Curriculum designers may want to provide suggestions and examples to
guide instructors choices for localizing and personalizing materials.
Use Checklist 9 below to help you determine whether the materials you have
selected, created, or adapted
accommodate a flexible, responsive approach to instruction.

Checklist 9. Do the materials presented in the curriculum accommodate


a flexible, responsive approach to instruction?

Whenever possible, materials, particularly those generated in-house, are


offered to instructors in a digital
format.

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.

Materials aligned with the CLB or Essential Skills

As mentioned earlier, one of the challenges noted by program administrators was


a lack of resources and materials to support CLB-based curricula and instruction.
In actuality, much material has been developed specifically for LINC and CLBbased classes, and some teaching materials have been developed that relate to
the Essential Skills (ES). Table 7 below provides a list of some of these materials.

Table 7. CLB and ES teaching materials,?

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

Learning English with CBC Free, downloadable ESL


CBC Edmonton
lessons tied to news stories. It http://www.cbc.ca/edmonton/eal/
includes lesson plans with
listening and vocabulary
activities based on shorter
weekly newscasts. CLB 4+
Free downloadable lesson
plans based on longer
monthly feature stories
(including background
readings and newscasts).
These lesson plans focus on
the 4 skills, as well as
vocabulary, grammar, and
pronunciation, along with
suggested websites for further
learning. CLB 6+
LINC 1-5 Curriculum
Guidelines

A free, on-line curriculum


At Work Settlement.Org
resource that includes 12
http://www.settlement.org/
themes with three topics for downloads/linc/LCG1to5/themes.
each LINC level. Each topic
includes development ideas,
strategies for learners,
resources, outcomes for skills,
language focus, and sample
tasks. CLB 1-7
speaking/listening CLB 1-6
reading/writing

LINC 1-4 Classroom


Activities

Four free downloadable


documents with
supplementary language
learning activities organized
by the 12 themes of the LINC
1-5 Curriculum Guidelines,
including audio files. The LINC
3 & 4 activities are available
to learners and instructors online. CLB 1-5
speaking/listening CLB 1-4
reading/writing

LINC 5-7 Curriculum

Free downloadable documents At Work Settlement.Org

At Work Settlement.Org
http://atwork.settlement.org/sys/
atwork_library_detail.asp?doc_
id=1004978

Guidelines

that include 20 units for


http://atwork.settlement.org/sys/
teaching language in specific atwork_library_detail.asp?doc_
communicative situations
id=1004400
(academic skills, business
writing, interacting with
others, looking for a job,
managing information,
meetings, telephone calls),
linked to the Essential Skills,
along with ideas for thematic
content related to the 12
themes from the LINC 1-5
document. CLB 7-8
speaking/listening CLB 5-7/8
reading/writing

LINC 5-7 Classroom


Activities

Free downloadable documents At Work Settlement.Org


that include a collection of
http://atwork.settlement.org/sys/
reproducible activities based atwork_library_detail.asp?doc_
on the communicative
id=1004967
situations and themes in the
LINC 5-7 Curriculum
Guidelines (also includes
audio files). CLB 7-8
speaking/listening CLB 5-7/8
reading/writing

LINC 5-7 Classroom


Activities e-Resources

Interactive on-line activities


At Work Settlement.Org
based on selected chapters of http://www.settlementatwork.org/
the LINC 5-7 Classroom
lincdocs/linc5-7/index.html
Activities. Includes a large
selection of listening, reading
and writing activities related
to academic skills, business
writing, looking for a job,
managing information
(reading), and telephone calls.
CLB 7-8 speaking/listening
CLB 5-7/8 reading/writing

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

Canada, ELLIS, Tense Buster,


Microsoft Word, and Windows
95. CLB 1-4/5
LINC-Parenting Program:
Manual and Curriculum
Guidelines

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 module


plans organized into 12
themes, referenced to the
CLB. CLB 1-8

Immigrate to Manitoba, Canada: F


EAL Teachers.
http://www2.immigratemanitoba.
com/browse/eal_teachers/module

Resources: Lesson Plans

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

Immigrate to Manitoba, Canada: F


EAL Teachers.
http://www2.immigratemanitoba.
com/browse/eal_teachers/resourc
eal-teacher-resource-plans.html

The Adult ESL Curriculum


Guidelines

A competency-based thematic TCDSB Adult Education Program:


curriculum aligned to the CLB. Publications
Among other things, it
http://www.tcdsb.org/adulted/
includes 10 thematically
publications.html
based units and spiraling grids
for competencies and
grammar. CLB 1-12

Beyond the Textbook II


Textbook II includes themeTCDSB Adult Education Program:
and III by Jean-Paul Bedard based lessons covering the 4 Publications
skills (photocopiable activities, http://www.tcdsb.org/adulted/
answer keys, and instructor
publications.html
notes). Textbook III includes
additional photocopiable
activities on a variety of topics
(e.g., famous Canadians,
anger management, noise
pollution) CLB 5-8

TESL Canada Teachers


Resource Centre

Free, downloadable listening,


vocabulary, reading, writing,
and grammar worksheets,
referenced to the CLB.

TESL Canada Federation


http://www.tesl.ca/Secondary_
Navigation/Teachers_Resource_
Centre__TRC_.htm

Language for Work: CLB


25 free, downloadable lesson ITSESSENTIAL.ca
and Essential Skills Lesson plans referenced to both the http://www.itsessential.ca/
Plans for ESL Instructors CLB and Essential Skills (part itsessential/display_page.asp?pag
of the Language for Work: CLB id=398
and Essential Skills for ESL
Instructors). CLB 1-7
CLB/Essential Skills Lesson 23 free, downloadable ESL
Plans: Assorted Lesson
lesson plans related to a
Plans
variety of occupations and
referenced to both the CLB
and Essential Skills.

ITSESSENTIAL.ca
http://www.itsessential.ca/
itsessential/display_page.asp?pag
id=217

On the Job: ESL and


Essential Skills for Work

Ideas and activities for


incorporating each of the
Essential Skills into
ESLclassroom activities.

ITSESSENTIAL.ca
http://www.itsessential.ca/
itsessential/display_page.asp?pag
id=409

How Do Your Skills


Measure Up?

Online activities for selfMeasure up?


assessment and practice of
http://measureup.towes.com/
the following Essential Skills: english/index.asp
Reading Text, Document Use,
and Numeracy.

Easy Reading Job Profiles

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

Canadian heroes, history,


symbols, and debates. Each
lesson plan includes an
introduction, and before-,
while-, and after-you- listen
activities. 77

Conclusion

In this section of the ATESL Curriculum Framework, we have presented nine


principles to guide curriculum designers as they select materials to support the
learning outcomes and tasks included in the curriculum. Materials, which have a
significant influence on the teaching and learning that occur in a course, can
support and build learners language proficiency and intercultural communicative
competence. Key considerations for selecting appropriate materials that support
the teaching and learning context include
Ensuring that materials address identified learner needs, interests, and goals.
Offering materials that provide a rich variety of opportunities and support for
the development of language proficiency within real-world contexts.
Selecting materials that address learning outcomes and support tasks and
activities.
Supporting a flexible approach to planning and practice by providing instructors
with a curriculum package that includes materials and accompanying notes.
While materials provide support for learning, it is the instructors and the learners
who use the materials in context to create an enduring learning experience.
Trends in the literature and reports from practitioners in Alberta show that when
instructors move beyond a method-based approach to instruction, they are more
able to provide a flexible, responsive teaching and learning environment. The
next section of the ATESL Curriculum Framework addresses ways to
demonstrate accountability and maintain transparency to stakeholders
throughout the curriculum development process.
http://www.atesldocuments.com/cf/selectingMethodsAndMaterials
Unit 14 Evaluating and Adapting Textbooks
Aims of the unit:
In this unit we will discuss some basic things about textbook evaluation, selection
and adaptation. We will focus on the following:
1. Why and what do teachers evaluate and adapt?

2. How do teachers evaluate textbooks?


3. How do teachers evaluate textbooks?
4. How do teachers adapt textbooks?
14.1 Why and what?
With the rapid ELT development in China, more and more textbooks have made
their way to the market. Choosing the right textbook is becoming more and more
important at all levels of ELT in schools. With the effort from textbook writers, ELT
researchers and classroom teachers, textbook evaluation and selection have
evolved to systematic action. Although most classroom teachers will not be
involved in the production of textbooks, all teachers have the responsibility for
textbook evaluation, selection and adaptation. In this unit, we will introduce some
principles of textbook evaluation, selection, and adaptation.
So far we have been using the term textbook. However, the focus of this unit is
far more than just textbooks. Nowadays, textbooks in traditional pedagogy have
evolved into a great variety of resources used in language classroom such as
audio cassettes, videos, CD-ROMs, dictionaries, grammar book, readers,
workbook, teachers books, photocopied materials, flashcards, and other
authentic materials, such as newspaper, photographs, advertisements, radio/TV
programs, etc. In many cases the term materials is used in place of
textbooks, which refers to anything that is used by teachers or students to
facilitate the learning of a language. The term textbooks is still widely used, but
its reference has expanded from books to all the materials used around or
independent of the books.
14.2 Evaluating textbooks
An ideal systematic textbook evaluation would be a longitudinal one, which
includes pre-use evaluation, whilst-use evaluation and post-use evaluation. The
core of systematic textbook evaluation is to examine how well a given textbook
matches the needs of a language program and how effectively and efficiently it
can realize the objectives of the program. Therefore needs analysis has to be
done prior to textbook evaluation. Due to space limitation, in this unit, we will
focus on general features of good textbooks and how to evaluate textbooks
based on these features.
Features of good textbooks: We believed good textbooks should have the
following features.
Good textbooks should attract the students curiosity, interest and attention. In
order to do this, textbooks should have novelty, variety, attractive layout,
appealing content, etc. Of course they should also make sure that learning really
takes place when the students use the textbooks. It is not necessarily enough
that students enjoy the textbooks.

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 age of

enjoy using it?


2 Is it culturally acceptable?

YES PARTLY NO

3 Does it reflect what you know

YES PARTLY NO

about your students needs and interests?


4 Is it about the right level of difficulty?
5 Is it about the right length?

YES PARTLY NO

YES PARTLY NO

6 Are the courses physical characteris-

YES PARTLY NO

tics appropriate? (e.g. is it durable?)


7

Are there enough authentic materials,

YES PARTLY NO

so that the students can see that the book


is relevant to real life?
8

Does it achieve an acceptable balance

YES PARTLY NO

between knowledge about the language,


and practice in using the language?
9

Does it achieve an acceptable balance

between the relevant language skills, and


integrate them so that work in one skill
area helps the others?

YES PARTLY NO

10

Does the book contain enough communi- YES PARTLY NO

cative activities to enable the students to


use the language independently?
Score: 2 points for every YES answer.
1 point for every PARTLY answer.
0 for every NO answer.

Choosing a textbook: questionnaire (part 2)


Does the book suit the teacher?
1 Is your overall impression of the contents YES PARTLY NO
and layout of the course favorable?
2

Is there a good, clear teachers guide with YES PARTLY NO

answers and help on methods and additional


activities?
3

Can one use the book in the classroom with- YES PARTLY NO

out constantly having to turn to the teachers


guide?
4

Are the recommended methods and appro- YES PARTLY NO

aches suitable for you, your students and


your classroom?
5

Are the approaches easily adaptable if

YES PARTLY NO

necessary?
6

Does using the course require little or no

YES PARTLY NO

time-consuming preparation?
7

Are useful ancillary materials such as tapes YES PARTLY NO

workbooks, and visuals provided?


8

Is there sufficient provision made for tests YES PARTLY NO

and revision?

Does the book use a spiral approach, so that YES PARTLY NO

items are regularly revised and used again in


different contexts?
10

Is the course appropriate for, and liked by, YES PARTLY NO

colleagues?
Score: 2 points for every YES answer.
1 point for every PARTLY answer.
0 for every NO answer.

Choosing a textbook: questionnaire (part 3)


Does the book suit the syllabus and examination?
1

Has the book been recommended or app-

YES PARTLY NO

roved by the authorities?


2

Does the book follow the official syllabus YES PARTLY NO

in a creative manner?
3

Is the course well-graded, so that it gives

YES PARTLY NO

well-structured and systematic coverage


of the language?
4

If it does more than the syllabus requires,

YES PARTLY NO

is the result an improvement?


5

Are the activities, contents and methods

YES PARTLY NO

used in the course well-planned and


executed?
6

Has it been prepared specifically for the

YES PARTLY NO

target examination?
7

Do the courses methods help the stu-

dents prepare for the exam?

YES PARTLY NO

Is there a good balance between what

YES PARTLY NO

the examination requires, and what the


students need?
9
10

Is there enough examination practice?


Does the course contain useful hints on

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.

Many teachers do not have enough time to make supplementary materials, so


they just follow the textbook. Textbooks therefore take on a very important role in
language classes, and it is important to select a good textbook.
The Role of Materials in Relation to Other Elements
Since the end of 1970s, there has been a movement to make learners rather than
teachers the center of language learning. According to this approach to teaching,
learners are more important than teachers, materials, curriculum, methods, or
evaluation. As a matter of fact, curriculum, materials, teaching methods, and
evaluation should all be designed for learners and their needs. It is the teacher's
responsibility to check to see whether all of the elements of the learning process
are working well for learners and to adapt them if they are not.
In other words, learners should be the center of instruction and learning. The
curriculum is a statement of the goals of learning, the methods of learning, etc.
The role of teachers is to help learners to learn. Teachers have to follow the
curriculum and provide, make, or choose materials. They may adapt, supplement,
and elaborate on those materials and also monitor the progress and needs of the
students and finally evaluate students.
Materials include textbooks, video and audio tapes, computer software, and
visual aids. They influence the content and the procedures of learning. The choice
of deductive vs inductive learning, the role of memorization, the use of creativity
and problem solving, production vs. reception, and the order in which materials
are presented are all influenced by the materials.
Technology, such as OHP, slides, video and audio tape recorders, video cameras,
and computers, supports instruction/learning .
Evaluations (tests, etc.) can be used to assign grades, check learning, give
feedback to students, and improve instruction by giving feedback to the teacher.
Though students should be the center of instruction, in many cases, teachers and
students rely on materials, and the materials become the center of instruction.
Since many teachers are busy and do not have the time or inclination to prepare
extra materials, textbooks and other commercially produced materials are very
important in language instruction. Therefore, it is important for teachers to know
how to choose the best material for instruction, how to make supplementary
materials for the class, and how to adapt materials.
What are Characteristics of Materials?
Littlejohn and Windeatt (1989) argue that materials have a hidden curriculum
that includes attitudes toward knowledge, attitudes toward teaching and
learning, attitudes toward the role and relationship of the teacher and student,
and values and attitudes related to gender, society, etc. Materials have an
underlying instructional philosophy, approach, method, and content, including
both linguistic and cultural information. That is, choices made in writing
textbooks are based on beliefs that the writers have about what language is and

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.

Concerns About Materials


The market of language teaching materials are fairly large, and many companies
are competing. They produce new materials and promote them with many
advertisements and through their salespeople. You need to be careful about what
they tell you. You always need to examine their materials carefully from the point
of view of what is appropriate for your students and the classes you are teaching.
Another concern about materials is that the copyright issue. Many teachers
violate the copyright laws every day. We cannot copy any copyrighted materials.
Of course, we cannot copy them and distribute them to our students in the class.
We need the permission from the publisher to do so.
Summary and Conclusion
Though there are five elements in language instruction, and learners should be
the center of instruction. However, materials often control the instruction, since
teachers and learners tend to rely heavily on them. Materials that are appropriate
for a particular class need to have an underlying instructional philosophy,
approach, method and technique which suit the students and their needs. They
should have correct, natural, current and standard English. Teachers need to look
for good materials, both commercial and non-commercial, all the time. They also
need to be aware of commercialism and copyright issues concerning materials.
List of References
Allwright, R. L. (1990). What do we want teaching materials for? In R. Rossner and
R. Bolitho, (Eds.), Currents in language teaching. Oxford University Press.
Clarke, D. F. (1989). Communicative theory and its influence on materials
production. Language Teaching, 22, 73-86.
Kitao, K., & Kitao, S. K. (September 16, 1982). College reading textbooks do not
meet needs. The Daily Yomiuri, p. 7.
Kitao, K., Kitao, S. K., Yoshida, S., Yoshida, H., Kawamura, K., and Kurata, M.
(1995). A study of trends of college English reading textbooks in Japan: An
analysis of college English reading textbooks for 1985. In K. Kitao and S. K. Kitao,
English teaching: Theory, Research and practice (pp. 205-216). Tokyo: Eichosha.
Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: Perspective on
materials design. In R. K. Johnson (Ed.), The second language curriculum.
Cambridge: Cambridge University Press.
O'Neill, R. (1990). Why use textbooks? In R. Rossner and R. Bolitho, (Eds.),
Currents in language teaching. Oxford University Press.
http://iteslj.org/Articles/Kitao-Materials.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
teaching situation and coursebook characteristics in order to enable appropriate
selection and effective use of materials.
Introduction
This article is intended to help language teachers and departmental heads make
suitable decisions when choosing a coursebook. As teachers, we know that
selection of a suitable coursebook is vital, as coursebooks can provide a structure
from which the process of language learning can begin (ONeill, 1982: 110-111).
A logical decision-making process rather than purely instinctive selection ensures
a reliable decision is made without entering into impractical and lengthy
evaluation research which may not be possible for many teachers due to time
constraints or lack of experience, as well as the number of variables involved
(Cunningsworth, 1995: 5).
In this article, an efficient evaluation process is demonstrated in order to provide
an example which may be helpful to other teaching professionals. The process
can be used to evaluate several coursebooks comparatively (as in this example)
for selection purposes or with individual coursebooks in order to maximize
effective teaching and learning.
The first step in the selection process involves analyzing (or reanalyzing) the
situation in which the coursebooks will be used, and comparing this information
with the intended teaching/learning situation as stated by the publishers. The
next stage analyzes the methodology and syllabus of the materials. Next, using
selected comparable units, the main teaching points are identified and strengths
and weaknesses evaluated. A single selected exercise can then be trialled with
the learners to gain further insight.
Step 1: Who Will Use the Coursebook? In What Situation?
As materials can only be meaningfully evaluated in relation to their intended
teaching situation (Richards, 2001: 256), the first stage of the evaluation involves
assessing (or reassessing) the unique situation in which the materials will be
used. In order to gather information on the specific learning context, a
comprehensive, yet lengthy, published questionnaire which required a high level
of theoretical knowledge (Cunningsworth, 1995: 6) was adapted and condensed
into two equally important and codependent sets of questions.

The Learning/Teaching Situation


What are the overall aims of the English programme? What are the specific
objectives for this course? Is there a detailed syllabus or will the coursebook
provide the syllabus? How long is the course? How many learners are there?
What resources are available in the class? Will progress be measured? How?
The Learners and Teacher
How old are the learners and what is their level of English? Are they all the same
age and level? What type of language learning experience, if any, do they have?
What do they expect from the classes? How do they like to learn? Are they
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:

Adult learners aged 50+

Intermediate to Upper Intermediate level.

Learning English for social personal motivation rather than academic or


business reasons.

Learners tend towards Authority Oriented (they prefer the teacher to


explain things) and Concrete Learning (they prefer to play games and work
in pairs) styles (Nunan, 1999: 57).

Group 11 students, 100 minutes per week

Experienced teacher. Free to adapt materials.

Following analysis of the actual learning situation, a comparison can be made


with the intended learner/teaching situation as stated by the publishers. This is
often found in the introduction of the teachers book or in the coursebook. A
summary of the intended learner/teaching situations as stated by the publishers
in the example materials is show below:
Coursebook Y (the old/existing coursebook)

For use by adults and young adults

Provides fun user-centred lessons

Prepares learners to begin FCE course

Coursebook X (the new/replacement coursebook)

For use by adults and young adults

Uses a communicative approach to teaching

Is intended to cover B2 level of the Common European Framework

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

Narrative tenses and past perfect continuous

Common verbs which are often confused

Pronunciation of regular and irregular past tenses

Telling an anecdote

Reading mini sagas and authentic materials in the form of newspaper


articles

Writing a story (short and long)

Coursebook X Main Teaching Points

Narrative tenses and past perfect continuous

Phrasal verbs

Reading and listening to urban myths

Telling stories in the form of urban myths

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

Association of Language Teacher in Europe (2002), The ALTE Can Do


Project http://www.alte.org/cando/alte_cando.pdf [online] Accessed
15/11/11

Brown, H.D. (2001) Teaching by Principles (2nd Edition) White Plains,


Addison Wesley Longman.

Chambers, R. (1997) Seeking consensus in coursebook evaluation ELT


Journal, 51 (1), pp. 2935.

Cunningsworth, A. (1995) Choosing your coursebook Oxford: Heinemann.

Ellis, R. (1997b) The empirical evaluation of language teaching materials


ELT Journal 51: 36-42.

Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching


Oxford: OUP

McGrath, I. (2002) Materials Evaluation and Design for Language Teaching


Edinburgh: Edinburgh University Press.

Nunan, D. (1999b) Second language teaching and learning Boston: Heinle


and Heinle.

ONeill, R. (1982) Why use textbooks? English Language Teaching Journal,


36, 104-111

Richards, J. C. & Rogers, T. S. (1986) Approaches and Methods in Language


Teaching: a description and analysis. Cambridge: CUP

Richards, J. C. (2001). Curriculum Development in Language Teaching. New


York: CUP.

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

teaching situation and coursebook characteristics in order to enable appropriate


selection and effective use of materials.
Introduction
This article is intended to help language teachers and departmental heads make
suitable decisions when choosing a coursebook. As teachers, we know that
selection of a suitable coursebook is vital, as coursebooks can provide a structure
from which the process of language learning can begin (ONeill, 1982: 110-111).
A logical decision-making process rather than purely instinctive selection ensures
a reliable decision is made without entering into impractical and lengthy
evaluation research which may not be possible for many teachers due to time
constraints or lack of experience, as well as the number of variables involved
(Cunningsworth, 1995: 5).
In this article, an efficient evaluation process is demonstrated in order to provide
an example which may be helpful to other teaching professionals. The process
can be used to evaluate several coursebooks comparatively (as in this example)
for selection purposes or with individual coursebooks in order to maximize
effective teaching and learning.
The first step in the selection process involves analyzing (or reanalyzing) the
situation in which the coursebooks will be used, and comparing this information
with the intended teaching/learning situation as stated by the publishers. The
next stage analyzes the methodology and syllabus of the materials. Next, using
selected comparable units, the main teaching points are identified and strengths
and weaknesses evaluated. A single selected exercise can then be trialled with
the learners to gain further insight.
Step 1: Who Will Use the Coursebook? In What Situation?
As materials can only be meaningfully evaluated in relation to their intended
teaching situation (Richards, 2001: 256), the first stage of the evaluation involves
assessing (or reassessing) the unique situation in which the materials will be
used. In order to gather information on the specific learning context, a
comprehensive, yet lengthy, published questionnaire which required a high level
of theoretical knowledge (Cunningsworth, 1995: 6) was adapted and condensed
into two equally important and codependent sets of questions.
The Learning/Teaching Situation
What are the overall aims of the English programme? What are the specific
objectives for this course? Is there a detailed syllabus or will the coursebook
provide the syllabus? How long is the course? How many learners are there?
What resources are available in the class? Will progress be measured? How?
The Learners and Teacher
How old are the learners and what is their level of English? Are they all the same
age and level? What type of language learning experience, if any, do they have?
What do they expect from the classes? How do they like to learn? Are they

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:

Adult learners aged 50+

Intermediate to Upper Intermediate level.

Learning English for social personal motivation rather than academic or


business reasons.

Learners tend towards Authority Oriented (they prefer the teacher to


explain things) and Concrete Learning (they prefer to play games and work
in pairs) styles (Nunan, 1999: 57).

Group 11 students, 100 minutes per week

Experienced teacher. Free to adapt materials.

Following analysis of the actual learning situation, a comparison can be made


with the intended learner/teaching situation as stated by the publishers. This is
often found in the introduction of the teachers book or in the coursebook. A
summary of the intended learner/teaching situations as stated by the publishers
in the example materials is show below:
Coursebook Y (the old/existing coursebook)

For use by adults and young adults

Provides fun user-centred lessons

Prepares learners to begin FCE course

Coursebook X (the new/replacement coursebook)

For use by adults and young adults

Uses a communicative approach to teaching

Is intended to cover B2 level of the Common European Framework

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

Narrative tenses and past perfect continuous

Common verbs which are often confused

Pronunciation of regular and irregular past tenses

Telling an anecdote

Reading mini sagas and authentic materials in the form of newspaper


articles

Writing a story (short and long)

Coursebook X Main Teaching Points

Narrative tenses and past perfect continuous

Phrasal verbs

Reading and listening to urban myths

Telling stories in the form of urban myths

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

Association of Language Teacher in Europe (2002), The ALTE Can Do


Project http://www.alte.org/cando/alte_cando.pdf [online] Accessed
15/11/11

Brown, H.D. (2001) Teaching by Principles (2nd Edition) White Plains,


Addison Wesley Longman.

Chambers, R. (1997) Seeking consensus in coursebook evaluation ELT


Journal, 51 (1), pp. 2935.

Cunningsworth, A. (1995) Choosing your coursebook Oxford: Heinemann.

Ellis, R. (1997b) The empirical evaluation of language teaching materials


ELT Journal 51: 36-42.

Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching


Oxford: OUP

McGrath, I. (2002) Materials Evaluation and Design for Language Teaching


Edinburgh: Edinburgh University Press.

Nunan, D. (1999b) Second language teaching and learning Boston: Heinle


and Heinle.

ONeill, R. (1982) Why use textbooks? English Language Teaching Journal,


36, 104-111

Richards, J. C. & Rogers, T. S. (1986) Approaches and Methods in Language


Teaching: a description and analysis. Cambridge: CUP

Richards, J. C. (2001). Curriculum Development in Language Teaching. New


York: CUP.

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

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