McDonaldization: emphasis on efficiency and

global standardization. Interaction. Standardizing teaching training. 50 minutes lessons.

Neo-liberalism: state intervention. Primacy of
the market. Education=business. Language examination and certification.
ELT materials filled with exam-type exercises.

CURRENT VIEW OF ELT MATERIALS:

Innovation and technology support the new

approaches.

Interaction and world communication encourage learners to be more language proficiency.

Updated teachers to supply learners needs.

Contextualization and rethinking of ELT

materials purposes.

Diversity on ELT materials: hand-made,

commercial, digital, authentic.

ELT MATERIALS: THE KEY TO FOSTERING EFFECTIVE

TEACHING AND LEARNING SETTING (Nunez &Tellez, 2009)
Most teachers are creative and have the power
to explore their creativity in order to develop
their own didactic materials.
Nowadays, there are two main issues that are
included in the materials design:
1.The huge production of methodologies and
materials used for teaching;
2.and the importance of including students
opinions since teaching materials should support their needs, be updated and adapted to their
context.

L ANGU AGE
T E A C H I NG
R E S O U R CE S

Principles of materials development:

Novelty and variety

Relevance
Readiness
Communicative purposes
Different learning styles
Conscious/unconscious attention to language
Time for silent period
Right and left brain lateralization
Free practice
Outcome feedback
Information rehearsal
Feeling to ease
Students self-confidence

Effective materials make learners feel comfortable and

confident because both the content and type of activities are
perceived by them as significant and practical to their
lives (Nuez & Tellez, 2009)

MASTER IN ENGLISH DIDACTICS

TEACHING MATERIALS FOR EFL TEP

(Rahimi, 2008)
Teachers need: Language proficiency, pedagogy knowledge and competency

Careful selection of the materiuaks to closely

reflect the aims, methods and values of the
teaching porogram.
PRINCIPLES:

Input & knowledge:

what teachers should know

Declarative knowledge (theory)

Procedural knowledge.

Teaching materials should focus on both

The evolution of language teaching materials

theory and practice.

from theory and practice:

Teaching materials should allow learners

1950-1960

construct knowledge from theory and prac-

tice.

Skill & competence:

How teachers learn to teach.

STUDENT TEACHERS ROLE

Teaching materials should consider active

Teaching materials should support collaborative/peer coaching learning/teaching.

Traditional (knowledge transmission):

CULTURAL ISSUES

Transfer from theory to practice.

Teaching materials should have strong em-

Lots of courses based on contents.

phasis on contextual factors and own culture.

Little observation and practice in real context.

Teaching materials should help teachers to

model approaches according to culture.

Currently (competency-development):

materials: drill, substitutions.

Learning about how to teach.

DIY: self-access work, self-study materials,

teacher less language learning.

Recreate the conditions of learning linguistics competence.

1970 1980

A concern of learners needs.

Development of tools that help learners

according to their needs and purposes.

Recognition of different styles and strategies to approach language.

Accept pedagogical and moral responsibilities.

Create knowledge according to experiences.

Humanistic approaches: silent way and

suggestopaedia.

Know how to work in different contexts.

Meaningful practices. Balance between theory

and practice.

Behaviorist approaches to develop teaching

1960-1970

Teaching materials should provide opportu-

nities for research.

Memorization tasks, language laboratories,

drill practice.

role.

Have skills and knowledge about teaching/

learning.

LANGUAGE TEACHING MATERIALS AND THE

(VERY) BIG PICTURE (Littlejohn, 2012)

CLT democratic focus on how people use

the language.

1980 onwards:
ELT materials reflect the spirit of the age.