PRINCIPLES OF MATERIALS ADAPTATION

Selection and adaptation of materials and activitiesPrepared by: Albinus Arbut Muhammad FawwazRosman DrahmanPRINCIPLES OF MATERIALS SELECTION AND ADAPTATIONLearners have different preferences and requirements for learning.

This diversity commonly requires a supply of learning material that fits to the learners needs.

No book will suit all the students in terms of their learning styles, motivations, interests and levels of English that is why teachers need to adapt materials for the lessons.

Therefore, the textbook should be regarded as a resource for creativity and inspiration.

Principles of materials adaptation

Make dialogues communicative

2) Make learning activities relevant and purposeful

3) Meet the learners needs, both external and psychological

4) Use models of real, authentic language

Factors to bear in mind when adaptating materialsTeachers should not adapt materials too casually, e.g. based on his or her own preferences or tastes

Materials deleted or added should not go beyond a reasonable proportion, otherwise consider alternative materials.

Teachers should not adapt materials only to cater for the needs of exams or tests.

Specific adaptationOmission: the teacher leaves out things inappropriate for the particular group.

Addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material. Reduction: where the teacher shortens an activity to give it less weight or emphasis.

Extension: where an activity is lengthened in order to give it an additional dimension.

Rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more communicative to their students.

Replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material.

Re-ordering: teachers may decide that the order in which the textbooks are presented is not suitable for their students. They can then decide to plot a different course through the textbooks from the one the writer has laid down.

Branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activitiesLearner factorsAgeCultural backgroundCognitive maturityInterestsNeeds

11Initial criteriaPupils profileAgeClass sizeLearning contextCourse length Learning focusBalance of language syllabusLearning skillsCross-curricular content12Detailed criteriaUnit organisationLay-out, sequencing, revision/reference pagesLanguage load per unitNew language load / recycling of languageSkillsEqual emphasis on skillsRange of activity typesPupil interaction / independent work13Criteria for material selectionThe material must match the goals and objectives of the syllabus or language programme.The material should be consistent with the teaching-learning situation / approach.The authenticity of the material.the material must suit the target audience level /ability, needs, interest, timeThe material should be reasonably priced if cost is involvedThe material should make learning easierthe material should create joy and interest in the learners.The material should be attractive, colourful, and durable where applicable.

REFERENCEAlan Cunningsworth (1995) Choosing Your Coursebook, Oxford, HeinemannBrewster J, Ellis G, Girard D (2002) The Primary English Teacher s Guide. Harlow: Penguin English Guides Cameron L (2001) Teaching languages to young learners. Cambridge: CUP Halliwell S (1992) Teaching English in the Primary Classroom. Harlow: Longman. Chapter 4 House, S.(1997) An Introduction to Teaching English to Young Learners. London: Richmond Publishing. Chapter 2Pinter, A. (2006) Teaching Young Learners Oxford: OUP. Chapter 9Vale D. & Feunteun A (1995) Teaching Children English Cambridge: CUP