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Materials Development
(MD)
Astrid Nez
Pardo M.A.
Universidad Externado de
Astrid
Specialisation
B.A.
in International Economics
Materials development
Setting the tone
(MD)
MD antecedents at the MEED
What are materials?
Why to develop materials?
MD conceptualization
Who should develop materials?
The importance of MD
MD demands
MD Principles
A framework of components for MD
Principles and procedures of MD
Concluding remarks
4
How
Knowing is not
enough; we must
apply.
Willing is not
enough; we must
do.
Goethe
7
Every teacher is
a materials
developer.
(English Language
Centre , 1997,
cited in Tomlinson ,
2003, p.1)
Please, accept
this little origami
book as a token of
my appreciation for
those interested in
developing
materials!
9
antecedents at the
MEED
10
1998 - 2000
Research Study:
Reading Strategies
Applied to a Series of
Economics and Business
Readings for
undergraduates at
Externado University
4 Books:
Economics and Business
Readings for English
1, 2, 4 & 4.
Nez, A., (2000)
11
2001 - 2004
Research Study:
Fomenting the Competence
of English as a Foreign
Language Through the
Application of Critical
Thinking Skills
Several products
A Book:
Searching for Improved EFL
Classroom Environments:
The Role of Critical
Thinking-Related Tasks,
(Pineda, Collaborators:
Nez & Tllez, 2003)
12
Article:
Getting in Touch
with Reality: An
English Curriculum
to Boost Students
Critical Thinking
Skills and Interest in
Global Issues
(Pineda & Nez,
2001)
13
Article:
Key Aspects for
Developing your
Instructional
Materials
(Nez, Pineda &
Tllez, 2004)
14
Artculo:
Unidades Didcticas
Relacionadas con
Pensamiento Crtico:
Una Alternativa
Innovadora para
Fomentar la
Competencia
Lingstica en Lengua
Extranjera
(Pineda Nez &
Tllez,2004).
15
2006 - 2009
Pedagogical Innovation:
Developing
and
implementing
materials for the teaching of both
English
for
General
Purposes
(EGP) and English for Specific
Purposes (ESP) addressed to
undergraduates.
Several products
16
Artculo:
Reflexin en el
Contexto Educativo:
Hacia la Toma de
Decisiones en el
Aula
(Nez, Ramos &
Tllez, 2006
17
Article (Theme
Review):
Meeting Students'
Needs
(Nez & Tllez,
2008)
18
Article (Theme
Review):
ELT Materials: The
Key to Fostering
Effective Teaching
and Learning
Settings
(Nez & Tllez,
2009)
19
2008-2012
Pedagogical
Innovation:
Book:
A Practical Materials
Development Guide for
EFL Novice, Pre-service
and In-Service
Teachers
(Nez, Tllez,
Castellanos, & Ramos,
2009).
20
Research study:
The Development of the
Argumentative Competence in
the Teaching of English as a
Foreign Language Through the
Implementation of Debates in
the Classroom
A Book:
Using Debates in the Classroom:
A Pedagogical Strategy for the
Development of the
Argumentative Competence in
the Teaching of English as
Foreign Language
(Nez & Tllez, 2012).
21
Research Study:
In-Service Teachers
Developed Materials in the
Masters Programme in
Education with Emphasis on
English Didactics
Article:
A Framework for Materials
Development: A Path for Inservice Teachers to Build Up
the Instructional Design of
Their Research Projects
(Nez, Tllez, &
Castellanos, 2013)
22
23
2. What are
materials?
24
In-house
materials
26
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33
35
36
3. Why to develop
materials?
37
Why to develop
materials?
Because MD
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38
1.
2.
3.
4.
5.
6.
7.
8.
9.
E
G
O
T
P
M
E N
A
M
T
E N
E
I M
R
I
S H A
C H A L
I N S
P
G
I
R
O
N
R
L
P
O
E
V
T
V
N
P
E
I
W
S
A
A
E
O
E
N
R
E R S
T
I
S
V
N
G
E
E S
N S
A T E S
S
E S
S
39
4. Materials
Development
Conceptualisation
40
Lets have a
buzzword!
What is MD ?
41
A big industry
has been built around
materials
for language teaching
42
Recently,
A misconception
Heilenman (1991),
Richards (2006), Samuda
(2006)
45
Low (1989)
states
that designing
appropriate materials is
not a science (p.
153).
46
Swales
(1995)
stance
, in common with that of
Alfred andThelen
(1993) , is that textbook
(as cited
in Harwood, p. 16).
status activity
47
Counterarguments
Tomlinson
48
Harwood (2010)
49
Low
(1989)
says it is a
strange mixture
of imagination,
insight, and
analytical
reasoning
(p. 153).
50
In
Maley
(1998) asserts
thought,
220-221).
51
Materials Development
implies the combination of
both reasoning and artistic
Nez et
al. , 2009. p. 16);
processes
Materials Development
(MD) implies both a
rational process and an
artistic muse
53
Materials development is
both a field of study and a
practical undertaking
(Tomlinson , 2011,
p. 66) .
54
As a field
The principles &
procedures
- design
- implementation
- evaluation
language
teaching
materials
RESEARCH
As a
practical
undertaking
The production,
adaptation & evaluation
- materials teachers do
for their classrooms
- materials writers do for
sale or distribution
(Tomlinson,
2011)
55
For
Materials Development, as a
field of study, "demands an
informed methodology that
allows validating the
efficiency, appropriateness
and relevance of materials
within the context of learning
a language (p. 10).
56
Materials
adaptation
Adjustment
Anything
to make
that helps to
them more
teach
suitable for
language
a target
learners
learner
Materials
evaluation
A systematic
appraisal of
materials in
relation to
their
objectives
and the
objectives of
the learners
(Tomlinson , 1998. p.
57
5. Conceptualizing
Materials
58
Tomlinson (1998),
Tomlinson
declares that MD
(2011)
(p,
2).
60
affirm
that : This view can be too broad
and yet imprecise; then, to be
precise, we have stated that the
field of MD involves reflection,
knowledge of an MD rationale,
affection, motivation, teachers'
beliefs, creativity and personal and
institutional commitment (p. 12).
61
claim
6. What Materials
Development
implies
63
Nez,
et al. (2015c)
Perso
and
Instit
ona
Comm
men
64
Reflection or
teachers pondering
upon
their teaching practice
learning
65
Teachers should
theorise their
practice and practise
what they theorise.
(Kumaravadivelu,
1999.p.35)
67
68
Affection
Students
Teacher
(as cited in
Nez et al. , 2015c)
and imagination
70
(Tomlinson, 2000).
71
72
Motivation
Kleinginna
and
Kleinginna (1981, as
cited in Huitt, 2001)
According to
(2000),
Covington
motivation is a unique
human resource that helps achieve a
goal.
73
Success
Teachers beliefs
For
Nez et al.
(2009)
they are perceptions
about something that is true, supported
by their previous, present and future
life and professional experiences
they
are not static, but rather
dynamic, subject to transformation and
evolution as they interact with the
different agents involved in education
75
76
Personal and
Institutional
commitment
(Nez
et al. 2009)
suggest
that teachers devote themselves to the
production of contextualised materials
(In-house or tailor-made materials)
change
Lets reflect
upon...
79
Written Reflection
upon In-service
Teachers'
Perceptions of
Materials
Development (MD)
in Connection to
their Daily Teaching
Practice (In-class
group work: 5
minutes).
SHARE
80
7. Who should
develop
materials?
81
Language
learners?
Language
teachers?
Professional
materials
writers?
82
Teachers as innovative
professionals, have the
potential to explore their
creativity by designing
materials for their classes
According to Kessler
Teachers are the most immediate
experts on the needs of ESOL learners,
the cognitive abilities of different age
groups and the learning process of
(as cited
in Menezes, 2001) .
their specific learners
84
85
Teachers throughout
the world need little
training, experience and
support to become
materials writers who can
produce imaginative
materials of relevance
and appeal to their
learners
86
8. The
importance of
MD
87
RRR teachers
R
1. A teacher characterised by
quiet thought or
contemplation
2. A teacher that acts effectively
or imaginatively in a given
situation
R
88
R
e
v
i
t
p
e
c
e
RRR
e teachers
c
t
i
v
e
1. A teacher characterised by
quiet thought or
contemplation
R
e
s
o
u
r
89
MD allows for
(Shn,
1987, cited in Tomlinson,
2003. p. 2) .
theorize their practice
90
Teachers
Developing
materials
Reflecti
ve
practice
(Tomlinson and
92
Lets have a
break!
Help yourself
and have a cup
of coffee and
a biscuit!
93
9. Second language
Acquisition (SLA )
and Materials
Development
Principles
94
There
are
some
basic
(SLA)
that
are
relevant to MD
(Tomlinson, 1998)
95
Let
2.
Course book
features
(Tomlinson,
1988)
(Harmer,
2007)
3.
Instructional
design
strategies
(Arnone,
2003)
4.
Strategic
components
(Small, 1997)
96
Nez et al. (2009) A Practical Materials Development Guide for EFL Pre-service,
Novice, and In-service Teachers. p.43-45
97
Lets reflect
upon...
98
Written Reflection
upon (a) Second
Language Acquisition
Principles (SLA)
relevant to the
materials developed
by In-service
teachers for their
pedagogical
interventions, to be
implemented in local
contexts (In-class
group work: 5
minutes).
SHARE
99
Written Reflection
(b) derive the
subsequent MD
tenets that
contribute to achieve
the instructional
objectives of Inservice teachers
research study
(Individual Work to
be socialised in the
third session-5
minutes per
student).
100
10. Theoretical
Framework for
MD
101
7. Piloting
trialling
materials
2. The
approach
and
design
1.Carrying
out a
needs
assessmen
t analysis
6. Revising
and
evaluating
materials
3. Stating
general
goals and
objectives
4. Building
the syllabus
5. Creating
or adapting
materials
proposed the
MD framework as a coherent procedure,
organized in systematic stages:
conducting the needs assessment as the core for
developing materials, identifying the method
and the approach underlying the materials to be
designed, stating the general and specific
objectives of the lessons, selecting and
organizing the content and activities, assessing
them, and finally, trialling and making
adjustments to the language learning activities
based on the observations gathered during their
(as cited in
Nez, et al. 2015c, p. -- )
implementation
103
A framework of
components
Graves (1997)
104
Graves (1997)
105
(Masuhara, 2010)
106
In
108
10.1
Needs assessment
109
For
Graves (1998)
needs
Nunez
Seedhouse
(1995)
111
(Nez et
l, 2009)
Pineda
(2001)
(p, 9) .
112
Informs Ts
decisionmaking on
what to teach,
and decide how
to teach
Raises SS
awareness of
their learning
process purpose
Reveals
competencies that
SS need to refine
(Graves,
1997)
113
Learners
Teachers
Education authorities
Stakeholders like
Harwood
(2010)
Graves
(1997)
the destination
116
Nunan
(1988b)
defines
objectives as
particular ways of
formulating or stating
content and activities
(p. 60).
the various
points in the route
117
Willis, Jane
(1996)
118
www.learnmarkeitng.net
For
Stern (1983)
[...]
A syllabus
without input
from the
(Graves,
students
1997)
would be just
a skeleton
124
the context
the students
the teacher
125
(Tomlinson,
126
Sterns
(1992)Language1. Structural
7- Skills-based
Syllabus
focus
Syllabus
6.Content-based
Syllabus
5. Task-based
Syllabus
Language
Focus
2. Situational
Syllabus
3. Functional
Syllabus
4. Competencybased
Syllabus
127
A syllabus is...
A complex living
and changing
organism
(Graves, 1997)
128
TS
perceptions of learning
activities differs as much as
their teaching styles and
methodologies do
It
Vivid vibrant
Appealing attractive
Reasonablerealistic
Interactive &
interesting
Especial &expansive
(*)
Tailor-made (**)
Yielding (***)
(*) friendly/open
(**) suitable for
someone
Nez (2
131
Activities should
be...
Graves (199
132
There is an increase in
attempts to personalise
the learning process by
getting
learners
to
relate topics and texts
to their own lives, views
and feelings.
(Tomlinson,
2003, p.7)
133
10.5 Organising
content and activities
134
Building approach
-from the simplest
to the most
complex ones
(narrating
arguing)
-from more
concrete to more
open-ended
(unscramble a
Paragraph- writing
one)
- Keeping a
feeding
relationship (one
activity feeds in
to another one)
Recycling
approach
Each encounter of
students with the
materials provides
them with a
learning challenge
in terms of
135
10.6 Assessing or
evaluating
materials
136
Pre-,
137
Materials shouldn't be
evaluated in an ad hoc ,
impressionistic way that
favours materials with
face validity
(Tomlinson , 1998.
p.5) .
138
Avoid
(Harwood,
2010. p. 15).
139
the
EFL classroom;
to what degree, how and why
they facilitate language learning
(Tomlinson ,2003,
2011)
140
Nez
et l (2009)
propose a self-evaluation or
assessment form for materials,
including:
Sense of humour
Engagement
Activities that are interesting,
stimulating and creative
Sensitive to the needs and wants of
each learner (p. 48).
141
1.
2.
3.
4.
142
Written reflection on
the pedagogical Criteria for
Materials Selection and
Evaluation in In-service
teachers' local contexts
(Group Work to be socialised
in the third session-7 minutes
per group)
143
10.7 Resources
and Constraints
144
Resource
availability
human
academic
technological
Constraints
institutional philosophy
graduates' academic profiles
educational authorities
proficiency test requirements
145
For
Harwood
(2010)
the content of
147
Authentic vs
Inauthentic
materials
Meaningful
They contrive and
engagement
with authentic
texts is a
prerequisite for
the development
of
communicative
and strategic
competence
(p. 6).
simplify examples
of the language
feature to be taught
Overprotect
and
deprive learners
from acquisition
Do not prepare
them for real
language use
(Tomlinson,
148
(Nez,
2010), as cited in Nez
at al. 2015c. p.14).
communicative competence
149
The debate
Day
and Bamford
(1998) disagree with the
cult of authenticity:
simplified text have the
natural properties of
authenticity
150
Another
counterargument
Ellis
(1999)
argues for
(as cited in
Tomlinson 2003, p. 6).
focused activities
151
Tomlinson
(2003)
(p. 81).
152
Carter
(1998)
in Hardwood, 2010, p.
5).
153
(as cited in
Harwood, 2010, p. 5).
manipulating it
154
Allwright
(1981); Hutchinson and
Torres (1994); ONeill
(1982 ) admit that no-
Authors
like
Masuhara
(1998) The
157
McDonough
and
Shaw (2003)
SLA
principles
Learning
principles
Adapted
from
Context
Principles
for MD
Teaching
principles
160
(Tomlinson ,
161
SLA Principles
relevant to MD
rinciples of MD derived
from SLA
1. Exposure to a variety of
contextualized spoken and written
texts for experience of language
typically use
2. Thinking and feeling before, while
and after using the target language
(a personal response)
3. Inclusion of interesting, relevant and
enjoyable texts and tasks (music,
art, song, literature, and so forth)
162
rinciples of MD derived
from SLA
Concluding
remarks
164
The
The
effectiveness
of
materials used for language
teaching depends largely on
how meaningful, relevant and
motivating they are to the
learners. (Nez and Tllez,
2009 p. 173
165
Materials
should foment
students' active involvement.
Text
developers should
humanize materials that
privilege the affective
experience in the language
learning process (Tomlinson
2003
166
167
(Tomlinson ,
1998 )
169
largely
meaningful,
on
how
relevant
and
An MD framework is valuable
in
(Nez , et al.,
2012).
173
174
Enjoy
the fascinating
task of developing your
own didactic language
learning materials!
astrid.nunez@uexternado.edu.co
175
Sources
Journal
176
McDonough, J., & Shaw, C. 2003. Materials and Methods in ELT (Second
edition). Oxford: Blackwell.
Menezes, A. (2001). Reflections on readings. Retrieved May 24, 2008,
from http://www.geocities.com/anna_km2001/reflections.html
Nez, A., & Tllez, M. (2008). Meeting students needs. ENLETAWA Journal,
1, 65-68. Tunja: Universidad Pedaggica y Tecnolgica de Colombia.
Nez, A., & Tllez, M. F. (2009). ELT materials: The key to fostering effective
teaching and learning settings. PROFILE, Issues in Teachers Professional
Development, 11(2), 171-185.
Nez, A., Pineda, C., Tllez, M. (2004). Key aspects for developing your
instructional materials. PROFILE: Issues in Teachers Professional Development
N5, pp. 128-139. Bogot: Universidad Nacional de Colombia.
Pineda, C. (2001). Developing an English as a foreign language curriculum: the
need for an articulated framework. Colombian Applied Linguistic Journal, 3, 6-20
Pineda, C., & Nez, A., (2001). Getting in touch with reality: An English curriculum
to boost students critical thinking skills and interest in global issues. HOW: A
Colombian Journal for English Teachers, 9, 34-39.
Pineda, C., Nez, A. & Tllez, M. (2004). Unidades Didcticas Relacionadas con
Pensamiento Crtico: Una Alternativa Innovadora para Fomentar la Competencia
Lingstica en Lengua Extranjera. Bogot: Departamento de Publicaciones
Universidad Externado de Colombia.