LANGUAGE-LEARNING-MATERIALS-DEVELOPMENT-1-1.pdf

LANGUAGE LEARNING MATERIALS move from verbal representation to a more DEVELOPMENT concrete level. They are mostly composed of study prints, charts, Instructional Materia...

LANGUAGE LEARNING MATERIALS move from verbal representation to a more DEVELOPMENT concrete level. They are mostly composed of study prints, charts, Instructional Materials posters, maps, flashcards, photographs, textbook - are alternative channels of communication used illustrations, and illustrations found in magazines by teachers to concretize concepts during the and newspapers. teaching and learning process. They include both human and non-human materials and facilities Still Projected Display Materials that ease, encourage, improve, and promote - that of representations of actual objects and teaching and learning activities. They are didactic phenomena, including three-dimensional materials meant to make learning and teaching materials (castings, globes, and experimental possible. models) two-dimensional materials (charts, pictures, photographs, maps, diagrams, and An instructional material is any systematic drawings), and audiovisual materials (motion description of the techniques and exercises to be pictures, film clips, filmstrips, slide sequences, used in classroom teaching. transparencies, records, and tape recordings, and radio and television broadcasts). Examples: resources such as textbooks, tasks, and supplementary materials that organize and Technology-based/Digital Materials support instruction. - these materials reside in an electronic repository or digital library for access by educators. Purpose: - programs, websites or online resources. The main goal of producing instructional materials is to facilitate the teaching and learning process. Cunningsworth as cited in Richards, 2003 “The role of materials (particularly textbook) in language teaching as resource-for presentation materials; activities for learners practice and communicative interaction; for learners on grammar, vocabulary, pronunciation stimulation and ideas for classroom activities; a support for less experienced teachers.” Types of Instructional Materials: Material Development 1. Printed and duplicated materials 2. Non-projected display material Nunan, 1991 3. Still projected material “Materials development is basically dealing with 4. Technology-based material selection, adaptation, and creation of teaching materials.” Printed and Display Materials - that of written descriptions., including scientific, Tomlinson, 1998 scholarly, reference, and methodological teaching “Materials development refers to anything which aids, as well as textbooks, books on problems is done by writers, teachers, or learners to and exercises, books for recording scientific provide sources of language input in ways which observations, laboratory manuals, manuals for maximize the likelihood of intake.” production training, and programmed textbooks. Macgrath, 2013 Non-Projected Display Materials “The importance of materials as content act as a - those aids which are used without any stimulus for communicative interaction, and projection. So they translate abstract ideas into a materials as language serves the purpose of more realistic format. They allow instruction to information about the target language and carefully selected examples of use.” Pardo and Tellez, 2009 Adaptation of Instructional Materials “Teacher-produced materials play an important 1. Choose a renowned and credible author. role in bridging the gap between the classroom 2. As permission from the author and the world outside.” 3. Modify certain ideas to suit to your purpose and context. Reinders and white, 2010 4. Validate the material by experts of the “Language learning and teaching have been field. further transformed by the rapid development of a wide range of technology-mediated resources, “Adopt” implies a direct and deliberate choice to material, tasks, and learning environments.” use something, while “adapt” implies a more flexible and responsive approach to changing Regmi as citetdd in Nambiar; Ibrahim et. a., circumstances. 2020 “Integrating texts with the local culture will lessen Adapt is used either when a change is made to the unfamiliarity and help students to read better.” make something more suitable for a particular use or when adjusting to a new place. Adopt is Considerations in developing your Ims. used when something is taken over, chosen, 1. Know your students accepted or approved by choice. 2. Understand the learning outcomes 3. Think smart and practical; 4. adapt/adopt well-proven effective instructional material 5. Create contextualized materials Evaluating Materials Alignment of purpose - see to it that the materials intended for use are aligned to the learning outcomes. Capacity of the learners - make sure that the learning material do not bore the students with advanced knowledge and skills and frustrate those who with lesser capability to perform. Localization and Contextualization - a meaningful learning experience happens when materials are familiar to the students and when experiences are authentic. Physical appearance of the instructional materials. - provide sufficient but attractive graphics that can capture the interest of the students. The content, style, and structure should be considered to ensure continuance of engagement. Challenge Lifelong Learning - instructional materials should likewise contain challenging activities that guide students in the development of their critical and creative thinking skills may they be on paper or on technology.