The fundamental principles of materials development in TESOL
Materials are at the very centre of language teaching, and understanding what goes into creating them is an essential part of a language ...teacher's professional development.
Offering a practical introduction to the fundamental principles of materials development in TESOL, this textbook introduces you to a wide range of theoretical and practical issues in materials development to enable you to make informed and principled choices in the selection, evaluation, adaptation and production of materials.
Advocating a principled approach to the creation of materials, it combines an awareness of relevant language learning and teaching theory with a critical attitude to existing published materials. It also encourages critical reflection by demonstrating how choices need to be informed by an awareness of culture, context and purpose.
Material Development in TESOL's stimulating approach, with thought-provoking, interactive tasks, online resources, and added perspectives from international research, makes it an ideal textbook for language teacher programmes around the world, equipping TESOL student teachers and practicing teachers with the frameworks, resources and practical skills necessary to carry out effective evaluations and to develop principled materials in practice.
Written specifically for TESOL practitioners and those studying TESOL teachingAccessible presentation of concepts and researchAccompanying website provides additional online resources and materialsInteractive tasks and further reading suggestionsEncourages students to critically reflect on their choices of materials
This paper discusses the way early nineteenth century English paupers used language for the pragmatic purpose of securing charitable relief. The paper is based on two historical sources: (1) The ...Essex Pauper Letters (Sokoll in Essex pauper letters, 1731–1837, Oxford University Press, Oxford,
2001
), which consists of letters written by paupers applying for charitable relief, and (2) the Mayhew Corpus, a corpus of interviews with the destitute of London carried out by Sir Henry Mayhew in the 1850s. The paper focuses on certain grammatical differences between the language of the pauper letters and the language in the Mayhew Corpus. From this analysis, it emerges that the pauper writers made markedly less use of certain vernacular features than speakers in the Mayhew Corpus. The features not used to any great extent in the pauper letters but present in the Mayhew Corpus are: vernacular relative pronouns (
as
and
what
); vernacular preterites and past participles; a-prefixing; and non-standard verbal ‘s’ ending. It is argued that the infrequency of these features in the pauper letters indicates that the pauper writers were orienting towards the emergent notion of Standard English. However, in contrast to this argument, we find that multiple negation, a low prestige vernacular feature, occurs with similar frequency in both The Essex Pauper Letters and the Mayhew Corpus. The main argument of the paper, in the light of this apparent contradiction, is that, in some cases, the pauper writers’ attempts to orient towards prestige forms faltered as they were dealing with the emotive issues of health, welfare and money.
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There is no longer an emergency situation that requires full online learning in education, as COVID-19 has subsided. However, now that digital learning has become firmly established, its integration ...seems inevitable. Therefore, students’ feedback on their experiences with full virtual learning is crucial. It allows us to anticipate and create a well-prepared post-pandemic learning environment that integrates online classrooms effectively. The investigation of students’ experiences during the shift to online learning induced by the pandemic remains relatively scarce in West Kalimantan, a province in Indonesia. This research aims to fill this knowledge gap. The study employed a descriptive quantitative method to collect the participants’ experiences during online learning, aiming to describe the limitations, discontent, and expectations associated with online education. The survey collected responses from 769 undergraduate students at the university under study. The findings suggest that, despite the significant challenges of online learning, such as stable Internet connections and data quotas, Indonesian students consider themselves digitally literate and anticipate continuing to engage in online learning to supplement the traditional face-to-face classrooms they strongly desire. The lack of interviews in this study warrants further investigation to improve the findings.
Humanising coursebook dialogues Timmis, Ivor
Innovation in language learning and teaching,
05/2016, Volume:
10, Issue:
2
Journal Article
Peer reviewed
In this article, I argue that the most important thing about coursebook dialogues is not whether they are 'authentic' or 'inauthentic' but whether they are plausible as human interaction and ...behaviour. Coursebook dialogues are often constructed as vehicles for various kinds of language work and even sometimes as vehicles for socio-political messages Mukundan, J. 2008. "Agendas of the State in Developing World English Language Textbooks." Folio 12 (2): 17-19.. As a result, smiles are abundant, problems are few, and reality rare in the world of the coursebook dialogue Carter, R. 1998. "Orders of Reality: CANCODE, Communication and Culture." ELT Journal 52 (1): 43-56; Cook, V. 2013. "Materials for Adult Beginners from an L2 User Perspective." In Developing Materials for Language Teaching, edited by B. Tomlinson, 289-309. London: Bloomsbury. In this article, I suggest how we can humanise the coursebook Tomlinson, B. 2013. "Humanising the Coursebook." In Developing Materials for Language Teaching, edited by B. Tomlinson, 162-174. London: Bloomsbury through some relatively minor adaptations to dialogues based on processes such as: (1) extending the dialogue, (2) changing the register, (3) changing the cast of characters, (4) changing the mood, (5) changing the 'plot', and (6) 'unscripting' the dialogue. Applying such processes, I argue, potentially brings a number of benefits. These benefits include 'varied repetition' Maley, A. 1994. "Play It Again, Sam: A Role for Repetition." Folio 1 (2): 4-5; intensive listening practice; sensitisation to differences between scripted and 'authentic' speech; scope for creativity and humour. The longer-term benefit of such an approach, I argue, is that it develops the important habit of noticing.
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As this volume shows, there are many ways in which dialect can be represented, including dialect literature, literary dialect and the often jocular dialect ‘phrase books’ to be found in tourist ...information offices (labelled ‘CHLDL’ in Honeybone and Maguire, this volume, and elsewhere). In this chapter, I consider a different type: an extended representation of a dialect written by non-specialists which seems to have been produced as a by-product of an ethnographic study rather than for specific linguistic, literary or entertainment purposes. It is in part rather like the kind of written representation produced by folklorists that is discussed by
This article examines the relationship between spoken language research and ELT practice over the last 20 years. The first part is retrospective. It seeks first to capture the general tenor of recent ...spoken research findings through illustrative examples. The article then considers the sociocultural issues that arose when the relevance of these insights to ELT was discussed. This is followed by a brief assessment of the impact spoken language research has made on ELT practice so far. The second part of the article looks to the future and considers how research might help us to take a more principled and coherent approach to teaching spoken language. The concluding argument of the article is that the spoken language debate provides an interesting case study of the relationship between theory and practice in ELT and points to the way we might engage with other debates in the field.
This article investigates the relationship between certain pronoun uses and identity in a 1930s working class community. It is based on a corpus of informal conversations drawn from the ...Mass-Observation archive, a sociological and anthropological study of the Bolton (UK) working class at this time. The article argues that certain pronoun uses in the corpus can only be explained as homophoric reference, a kind of reference which depends on implicit agreement about the intended referent of the pronoun. The article then discusses the basis on which this implicit agreement could operate: shared culture and knowledge and a tight network of social relations. In the conclusion, two particular questions are raised: 1) How far can the homophoric reference described be related to social class? 2) When does (dialect) grammar become pragmatics?
The question of whether students should conform to native‐speaker norms of English, in an era when English is increasingly used in international contexts, is one which has been keenly debated in ...recent years, not least in the pages of this Journal. However, it is not a debate in which the voices of students and classroom teachers have been heard, and this article attempts to give a classroom perspective on the issue. It is based largely on two parallel questionnaire surveys, which looked at students' and teachers' attitudes to the question of conforming to native‐speaker norms. Taken together, the surveys drew almost 600 responses from students and teachers in over 45 countries. The article argues that students' views may differ from the expectations of teachers and academics, and that it is important for us to be aware of these views.
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