Lesson 2: Current Trends and Issues of Materials Development PDF

CHAPTER 1 – Introduction to Materials Development CURRENT TRENDS AND ISSUES IN MATERIALS DEVELOPMENT LEARNING OUTCOMES publishers to add comprehension questions to thei...

CHAPTER 1 – Introduction to Materials Development CURRENT TRENDS AND ISSUES IN MATERIALS DEVELOPMENT LEARNING OUTCOMES publishers to add comprehension questions to their extensive readers, thus ironically promoting intensive ▪ Demonstrate understanding on the trends in materials reading. development for language learning. 4. There has been a very noticeable and welcome increase in ▪ Draw implications on issues in materials development and attempts to personalize the learning process by getting its relevance to language learning and teaching. learners to relate topics and texts to their own lives, views ▪ Create a written report on trends and issues in materials and feelings. development. 5. There is an increase in attempts to gain the affective engagement of learners by involving them in tasks which EXPLORE encourage the expression of feelings, but there has also been a decline in the number of texts likely to stimulate TASK 1. Instructional Materials: The Good, the Bad, and the affective engagement. Ugly 6. There is an increasing use of the internet as a source of Notice some trends in materials development in your school. current, relevant and appealing texts. Explain what are some good and bad trends you have noticed 7. There is evidence of a movement away from spoken and experienced. Write your answer in ¼ sheet of paper. practice of written grammar and towards experience of spoken grammar in use. ENGAGE 8. There is a considerable increase in the number of ministries (e.g., in Belarus, Bulgaria, Columbia; Ethiopia, Tomlinson’s view states that materials development is almost India, Iran, Morocco, Namibia, Romania, Russia and certainly driven by economic constraints and the ever- Uzbekistan) and institutions (e.g., Bilkent University in increasing cost of producing the sort of multicolored, Ankara; the University of Hue; Sultan Qaboos University, multicomponent coursebook which seems to attract the biggest Muscat) which have decided to produce their own locally sales these days. relevant materials. As a result, publishers dare not risk losing vast sums of money on a radically different type of textbook, they opt for safe, NEGATIVE TRENDS IN MATERIAL DEVELOPMENT middle-of-the-road, global coursebooks which clone the 1. There is an even more pronounced return to the central features of such best-selling coursebooks as Headway and they place of grammar in the language curriculum, which cut down on non-profit-making supplementary materials. revealed about the needs and wants of learners and Unfortunately, this then has a washback effect on non- teachers and which goes against many of the findings of commercial materials, as teachers and curriculum developers second language acquisition research. tend to imitate the approaches of best-selling coursebooks on the 2. There is still a far greater prominence given in assumption that this must be what learners and teachers want coursebooks to listening and speaking than to reading (though the reality is more likely that the models are the books and writing. which have been promoted most expensively and successfully by 3. There is an assumption that most learners have short their publishers). attention spans, can only cope with very short reading and There have been a few peripheral developments such as writing texts and will only engage in activities for a short time. materials for Content and Integrated Language Learning, 4. There seems to be an assumption that learners do not want materials for task-based approaches and materials which are and would not gain from intellectually demanding corpus informed, but nothing much else has changed. activities while engaged in language learning. 5. There is a neglect (or sometimes an abuse) of literature Listed below are the positive and negative trends in materials in coursebooks, despite its potential as a source of development as highlighted by Tomlinson. stimulating and engaging texts and despite the many claims of methodologists for the potential value and appeal of POSITIVE TRENDS IN MATERIAL DEVELOPMENT literature. 1. There are some materials requiring investment by the 6. There is a continuing predominance of analytical learners in order for them to make discoveries for activities and a neglect of activities which could cater for themselves from analysis of samples of language in use. learners with other preferred learning styles. Unfortunately, though, most of the current coursebooks 7. There is still an absence of controversial issues to inviting discovery just ask the learners to find predetermined stimulate thought, to provide opportunities for exchanges answers rather than to make unexpected discoveries of their of views, and to make topic content meaningful. own. 8. l There is a tendency to underestimate learners 2. There are more materials making use of corpus data linguistically, intellectually and emotionally. reflecting actual language use. However, there are still many 9. Despite the increase in publications reflecting the coursebooks which deliberately do not make any use of predominant use of International English as a lingua franca, corpora at all. most coursebooks still focus on English as used by 3. There are more extensive reader series being produced native speakers and prepare the learners for interaction with fewer linguistic constraints and more provocative with them. content, but there has also been a disturbing trend for ELT3 – Language Learning Materials Development ELT3 Teacher– Arnel R. Rosano, LPT ISSUES IN MATERIAL DEVELOPMENT the entire process from drafting to publication completed ▪ What should drive the materials? within a year. Similarly, at Bilkent University, 20 teachers When creating educational materials, it's obvious that the produced 60 units in a week, which were later refined and needs of learners should be prioritized. However, teachers trialed by a smaller group. This collaborative approach not and administrators also have their own needs, such as only maintained creative energy but also ensured the adhering to standardized curricula, language learning materials were relevant and engaging for learners. theories, and government policies. These varying needs can ▪ How should materials be evaluated? be balanced through localized projects that involve input Materials are often assessed in a casual, subjective manner, from learners, teachers, and administrators throughout the which tends to favor those that meet superficial expectations process. An example is the development of the "On Target" and are visually attractive. To ensure that materials are textbook for Namibian secondary students, where extensive effectively developed, revised, selected, and adapted, consultation and feedback from all stakeholders ensured the evaluation processes need to be thorough, systematic, and book met everyone's needs. Similar approaches have been principled. Although this approach requires time and effort, successful at Bilkent University in Turkey and Sultan it can help avoid common mistakes made by writers, Qaboos University in Oman. publishers, teachers, institutions, and ministries, ultimately These projects often use a text-driven approach, focusing improving the learning experience. first on engaging written and spoken texts, then developing ▪ Should texts be authentic? activities around them. This method ensures materials are Materials designed for explicit learning often use simplified both educationally effective and aligned with curriculum examples that focus on the specific language feature being requirements. However, materials produced by commercial taught. These examples are usually presented in short, publishers face additional challenges. While authors aim to easy-to-understand texts or dialogues to help learners create innovative and relevant content, publishers prioritize concentrate on the target feature. However, critics argue financial success, leading to compromises that may favor that such simplified materials limit learners' exposure to market demands over actual learner needs. This tension authentic language use and miss out on the rich learning between educational value and profitability is a common opportunities provided by real texts. The debate extends to issue in the production of global textbooks. materials for teaching reading and listening skills. Some ▪ Who should develop the materials? argue that simplified texts make learning easier, while others Today, most commercial educational materials are created believe they lead to poor learning and hinder informal by professional writers who follow guidelines set by learning and self-confidence. publishers based on market needs (Amrani, 2011). These Many researchers advocate for the use of authentic texts, writers are highly experienced, knowledgeable about which reflect real language use and are more motivating for publishing, and skilled in using new technologies. They learners. Conversely, Widdowson (1984) argues that produce well-organized, teacher-friendly, and teaching materials inherently involve simplifications that comprehensive books. However, these materials can isolate language features from their natural context. Day and sometimes lack creativity and may not always be engaging Bamford (1998) criticize the emphasis on authenticity and or relevant to the learners who use them. support the use of simplified texts with authentic qualities. While Dudley Evans and St John (1998) argue that few good Ellis (1999) suggests "enriched input," which includes ample teachers are also skilled at creating course materials, my examples of the target language within meaningful activities. experience suggests otherwise. With some training, Some researchers have redefined authenticity in terms of experience, and support, teachers can develop imaginative cultural relevance, learner interaction, and personal and relevant materials for their students. This has been engagement. Engaging meaningfully with authentic texts is evident in materials development courses I've led in crucial for developing communicative skills, though it’s also countries like Belgium, Brazil, Indonesia, and Vietnam, as beneficial for learners to focus on specific language features well as in textbook projects I've consulted on in Ethiopia, in texts they’ve already engaged with (Tomlinson, 1994, China, Turkey, and Namibia (Tomlinson, 2001). 2007). ▪ How should materials be developed? ▪ Do learners need course book? Commercial educational materials are often created over an In the eighties, Allwright (1981) put forward arguments extended period by a small group of writers. For example, in against ways in which textbooks deliver materials and O’Neil 2010, materials like "Speakout Intermediate" by Antonia responded with a defense of the coursebook. Since then, Clare and J.J. Wilson, "The Big Picture Pre-Intermediate" by there has been continual debate about whether learners Beth Bradfield and Carol Lethaby, and "Global" by Lindsay benefit from coursebooks or not. Opponents have argued Clanfield and Rebecca Robb-Benne were published. These that the coursebook benefits administrators and teachers projects take a long time to complete because they usually without catering for the needs and wants of learners involve entire courses with multiple components, which (Tomlinson, 2010), that it is used mainly to impose control require thorough review. However, the lengthy process can and order (Mukundan, 2009) and that it is ‘superficial and lead to a loss of creative energy, resulting in competent but reductionist in its coverage of points and in its provision of uninspiring materials. language experience; it imposes uniformity of syllabus and approach, and it removes initiative and power from The author prefers a large team approach for material teachers’. Proponents have countered that the coursebook creation, which allows for a quick first draft by many is a cost-effective way of providing security, system, contributors, followed by refinement by a smaller group of progress and revision for the learner, that it saves teachers experts. This method was used in the Namibian project "On time and provides them with a secure base and that it helps Target" (1996) and at Bilkent University. In Namibia, 30 administrators achieve credibility and standardization. teachers were brought together to Windhoek, where they collaborated on writing the coursebook in just one week, with ELT3 – Language Learning Materials Development ELT3 Teacher– Arnel R. Rosano, LPT ▪ Do learners need published materials at all? Most published materials are inevitably driven by perceived In recent years there has been a move away from using market needs but many large institutions are beginning to published materials with institutions throughout the world publish their own materials because of the mismatch developing their own locally relevant materials, and with between the courses available and their local institutional Meddings and Thornbury (2009) proposing the Dogme ELT needs (Tomlinson, 2012b). And many researchers are movement which advocates, learner-centred, materials-light arguing that learners are suffering because courses are approaches. And yet surveys by the British Council (2008) designed primarily to appeal to the administrators and and Tomlinson (2010) show that most teachers continue to teachers who are responsible for buying them. use commercially published materials (even though many ▪ Should materials cater for learner expectations or they do so with compulsion or reluctance). change them? ▪ Should materials be learning and acquisition focused? Traditionally it has been argued that it is important to provide Most published materials focus on conscious learning of learners with what they expect or else risk rejection of the language points but many researchers argue that the materials. Recently though researchers (e.g., Tomlinson, learners should be provided with many more opportunities 2005) have pointed out that it is teachers rather than to acquire language informally from exposure to language in learners who are resistant to change and that learners often use. welcome innovative approaches which have the potential to engage them. ▪ Should published materials be censored? It is common practice for publishers to censor materials to EXECUTE make sure that they do not give offence or cause embarrassment. Many authors have complained about the TASK 1: Written Report unengaging blandness of the materials which result from In triad, create a written report on trends and issues in materials what they see as excessive caution and about the ‘safe, development and their implications on English Language clean, harmonious, benevolent, undisturbed’, successful, Teaching. Follow the format provided below: materialistic and aspirational EFL world (Gray, 2010). a. paper size: letter size (8.5x11) Tomlinson (2001) understands the publishers’ caution but b. font style and size (Arial Narrow / 11) stresses the importance of affective engagement in language acquisition and therefore of controversial topics c. spacing (1.5”) and provocative texts. d. margin (1” all sides) ▪ Should materials be driven by theory and practice? Reviews of ELT coursebooks reveal that coursebook writers REFERENCES: are much more influenced by what is conventional practice De Leon-Abao, E., Alda, R., & Bacus, R. (2021). Language than by theories of language practice or even by classroom Learning Material Development. Lorimar Publishing research. In some ways this is a vicious circle as publishers Tomlinson, B. (2013). Developing Materials for Language continue to produce courses with face validity which they Teaching. Bloomsbury know will sell. Tomlinson understands the publishers’ reluctance to change but argues that learners are being ONLINE REFERENCES: disadvantaged by the failure of coursebook writers to apply https://www.slideshare.net/slideshow/material-development- even such basic theories of second language acquisition 240006470/240006470 (SLA) as the necessity for exposure to language in use and for opportunities to use language for communication. https://www.researchgate.net/publication/316112476_Issues_in _Materials_Development ▪ Should materials aim to contribute to teacher development as well as language learning? All teachers need frequent stimulus and refreshment if they are not to ‘fossilize’. Most teachers have very few opportunities for personal and professional development though and many researchers are now arguing that published materials should aim to help teachers to develop by involving them in, for example, making principled decisions about which texts and tasks to use and how to use them to the best advantage of their learners. ▪ Should materials aim for language development only or also aim for personal and educational development? Many language teachers argue that it is their job to help the learners to acquire language and that they are not responsible for their educational development. Others argue that if language learners are situated in an educational establishment, then their teacher’s main responsibility is to help them to develop. And others argue that not only are personal and educational development main objectives of any language course but that the achievement of these objectives actually facilitates the acquisition of language too. ▪ Should materials be driven by syllabus needs, learners needs or market needs? ELT3 – Language Learning Materials Development ELT3 Teacher– Arnel R. Rosano, LPT