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UNIVERSITY OF CALDAS

SCHOOL OF ARTS AND HUMANITIES

FOREIGN LANGUAGES DEPARTMENT

MA IN ENGLISH LANGUAGE TEACHING

COURSE TITLE: Language Learning Resources

INSTRUCTOR: Yai!" #os$ Fan%i&o Parra

Au!"or: Isa'e( Cris!ina Pin!o Garc$s an% A(e)an%ra Pin!o Garc$s

Outline

Title: Ho* Signi+ican! Te)!'oo,s are in (earning a Secon% Language

1. Introduction:

O-ening:

Te)!'oo,s are -er"a-s one o+ !"e os! coon resources use% '. !eac"ers in %i++eren!

ins!i!u!ions /uni0ersi!.1 sc"oo(s1 ins!i!u!es or -ersona(i2e% e%uca!ion34

Con!e)!:

5T"e. -ro0i%e con!en! an% o--or!uni!ies +or (earning as *e(( as !"e. are a source +or !eac"ers !o

,ee- c(asses -(anne% an% organi2e%4

5Te)!'oo,s "a0e se0era( c"arac!eris!ics an% are concei0e% in %i++eren! *a.s4

5Te)!'oo,s "a0e -osi!i0e an% nega!i0e as-ec!s !o 'e consi%ere% +or -(anning c(asses using !"e4





5T"e secon% a%0an!age o+ !e)!'oo,s is !"a! !"e. are a -o*er+u( source o+ i%eas !o a--(. in !"e

c(assroo4

5T"e !"ir% a%0an!age o+ !e)!'oo,s is !"a! !"e. are enric"ing e(een!s +or !"e organi2a!ion o+ a

s.((a'us an% s!ruc!ure o+ a course4

'4 To-ic sen!ence:

Using !e)!'oo,s re-resen! a(so soe %isa%0an!ages in !ers o+ (anguage1 !eac"ing -er+orance

an% cos!4

Su--or!ing E0i%ence:

5Ric"ar%s1 #4 /9;934 T"e ro(e o+ !e)!'oo,s in a (anguage -rogra4 Re!rie0e% +ro

"!!-:BB***4-ro+essorac,ric"ar%s4coB*-5con!en!Bu-(oa%sBro(e5o+5!e)!'oo,s4-%+

5 Tsi-(a,i%es1 I4 /9;;34 Se(ec!ing an Eng(is" course'oo,: T"eor. an% -rac!ice4 Theory and

practice in language studies1 ;/31 --4 @54

Ana(.sis:

5T"e +irs! %isa%0an!age is !"e one re(a!e% !o !"e unrea(is!ic use o+ (anguage in !"e ac!i0i!ies +oun%

in an. !e)!'oo,s4

5T"e secon% %isa%0an!age is re(a!e% !o !"e a%0erse e++ec! !e)!'oo,s ig"! "a0e in !eac"ers<

-ro+essiona( %e0e(o-en!4

5T"e !"ir% %isa%0an!age is re(a!e% !o !"e aoun! o+ 'u%ge! a0ai(a'(e +or in0es!ing on !e)!'oo,s

!"a! +i! s!u%en!s< nee%s an% !eac"ers< re6uireen!s4

c4 To-ic sen!ence:



Using !e)!'oo,s re6uire +or !"e !eac"er !o es!a'(is" co"erence *i!" !"e s.((a'us1 (earners< nee%s

an% use o+ !"e (anguage4

Su--or!ing E0i%ence:

5Ric"ar%s1 #4 /9;934 T"e ro(e o+ !e)!'oo,s in a (anguage -rogra4 Re!rie0e% +ro


5 Tsi-(a,i%es1 I4 /9;;34 Se(ec!ing an Eng(is" course'oo,: T"eor. an% -rac!ice4 T"eor. an%

-rac!ice in (anguage s!u%ies1 ;/31 --4 @54

Ana(.sis:

5T"e +irs! cri!erion !o 'ear in in% is !"e use o+ !e)!'oo,s !"a! s"o* (ogica( re(a!ions *i!" !"e

con!en! an% o'ec!i0es o+ !"e s.((a'us4

5T"e secon% cri!erion !o 'ear in in% is !"e +u(+i((en! o+ (earner<s nee%s *i!"in !"e con!en! an%

arrangeen! o+ !"e !e)!'oo,4

5T"e !"ir% cri!erion !o 'ear in in% is !"e in%ica!ion o+ (anguage use e++ec!i0e(. *i!"in !"e

ac!i0i!ies1 !e)!s an% o!"er con!en! o+ !"e !e)!'oo,4

3. Conclusion

As a conc(usion using !e)!'oo,s re6uire !eac"ers an% !"e ins!i!u!ions !o c(ear(. ana(.2e *"a! i!

rea((. i-(ies c"oosing !o *or, *i!" !"e4 esi%es1 +or %eci%ing on a !e)!'oo, i! is rea((. "e(-+u(

!o co-are !"e a%0an!ages an% %isa%0an!ages i! "as in re(a!ion !o s!u%en!s< nee%s an% !eac"ers<

e)-ec!a!ions4



UNIVERSITY OF CALDAS

SCHOOL OF ARTS AND HUMANITIES

FOREIGN LANGUAGES DEPARTMENT

MA IN ENGLISH LANGUAGE TEACHING

COURSE TITLE: Language Learning Resources

INSTRUCTOR: Yai!" #os$ Fan%i&o Parra

Au!"or: Isa'e( Cris!ina Pin!o Garc$s an% A(e)an%ra Pin!o Garc$s

Ho* Signi+ican! Te)!'oo,s are in (earning a Secon% Language

Te)!'oo,s are -er"a-s one o+ !"e os! coon resources use% '. !eac"ers in %i++eren!

ins!i!u!ions /uni0ersi!.1 sc"oo(s1 ins!i!u!es or -ersona(i2e% e%uca!ion34 T"e. -ro0i%e con!en! an%

o--or!uni!ies +or (earning as *e(( as !"e. are a source +or !eac"ers !o ,ee- c(asses -(anne% an%

organi2e%4 Accor%ing !o Ric"ar%s1 !e)!'oo,s “serve as the basis for much of the language input

learners receive and the language practice that occurs in the classroom” /9;91 -4;34Te)!'oo,s

"a0e se0era( c"arac!eris!ics an% are concei0e% in %i++eren! *a.s %e-en%ing on !"e !eac"er or !"e

(earner -ers-ec!i0e4 T"e. ig"! 'e 0ie*e% as 0er. i-or!an! e(een!s in !"e c(assroo or as !"e

ones *"o %o no! in+(uence (anguage e%uca!ion in a 0er. signi+ican! anner4 In !"is essa. *i(( 'e

e)-(aine% soe a%0an!ages1 %isa%0an!ages o+ using !e)!'oo,s in !eac"ing as *e(( as soe cri!eria

!o "a0e in in% +or an e++ec!i0e use o+ !"e4



Using !e)!'oo,s re-resen! a 0arie!. o+ a%0an!ages !"a! a((o* *or,ing on s!u%en!s< nee%s1

-ro0i%ing crea!i0e ac!i0i!ies in !"e c(assroo an% i-ro0ing course -re-ara!ion4 T"e +irs!

a%0an!age is !"a! !"e. are re(a!e% !o s!u%en!s< nee%s4 O<Nei(( es!a'(is"es !"a! “even if they are not

written specifically for them… they allow for improvisation to suit the requirements of a given

teaching situation” /O>Nei((1 ;?@934 Soe !e)!'oo,s can 'e rea((. "e(-+u( +or !eac"ing (earners

since os! o+ !"e are s-eci+ica((. %esigne% !"in,ing a'ou! *"a! !"e. nee% !o acco-(is" an%

*"a! !"e. nee% !o (earn *i!"in a course4 T"e secon% a%0an!age o+ !e)!'oo,s is !"a! !"e. are a

-o*er+u( source o+ i%eas !o a--(. in !"e c(assroo4 Te)!'oo,s -ro0i%e a 0arie!. o+ ac!i0i!ies !o

*or, in an% ou! o+ c(ass an% soe!ies !"e. are a(so -ro0i%e% *i!" a!eria(s +or i!s -ro-er use4

In !"is *a.1 !"e. coe *i!" *or,'oo,s1 CDs1 !eac"ers< gui%es or access !o *e' -ages !o *or, on

a s-eci+ic con!en!4 T"e. “usually have high standards of design and production and hence are

appealing to learners and teachers8 /Ric"ar%s1 9;91 -4934 T"e !"ir% a%0an!age o+ !e)!'oo,s is

!"a! !"e. are enric"ing e(een!s +or !"e organi2a!ion o+ a s.((a'us an% s!ruc!ure o+ a course4 As

Ric"ar%s s!a!es1 “without textbooks a program may have no central core and learners may not

receive a syllabus that has been systematically planned and developed” (2!2" p#!$# Te)!'oo,s

are %esigne% +o((o*ing a se! o+ as-ec!s enc(osing goa(s1 e0a(ua!ion1 a'i(i!ies1 !o-ics1 s,i((s1 socio5

cu(!ura( issues4 Su'se6uen!(.1 i! is -ossi'(e !o sa. !"a! !e)!'oo,s con!ri'u!e asser!i0e(. !o !"e

i%en!i+ica!ion o+ s!u%en!s< rea( goa(s an% !"e con!ri'u!ions a%e !o a !eac"ing -rogra in !ers o+

crea!i0i!.1 o!i0a!ion1 -ur-ose an% con!en!4

Using !e)!'oo,s re-resen! a(so soe %isa%0an!ages in !ers o+ (anguage1 !eac"ing

-er+orance an% cos!4 T"e +irs! %isa%0an!age is re(a!e% !o !"e unrea(is!ic use o+ (anguage in !"e

ac!i0i!ies +oun% in an. !e)!'oo,s4 T"e. -resen! a!eria(s an% ac!i0i!ies in *"ic" (anguage is



arrange% accor%ing !o s-eci+ic (anguage necessi!ies or s!u%en!s< (e0e(4 In an. cases !"e.

e)e-(i+. rea( si!ua!ions *i!" unrea( (anguage a,ing c(asses an% !e)!'oo,s (ac, au!"en!ici!.4 In

Tsi-(a,i%es !ers i! is o+!en +oun% !e)!'oo,s *i!" ar!i+icia( (anguage /9;;1 -4 ?34 T"e secon%

%isa%0an!age is re(a!e% !o !"e a%0erse e++ec!s !e)!'oo,s ig"! "a0e in !eac"ers< -ro+essiona(

%e0e(o-en!4 "en re(.ing os! o+ !"e !ie on !e)!'oo,s1 i! is -ro'a'(e !"a! !eac"ers *i((

'ecoe %e-en%en! on !"e an% *i(( re%uce crea!i0e -ro%uc!ion o+ ac!i0i!ies an% a!eria(s

/S,ierso1 ;??;1 -4 934 Teac"ers ig"! recei0e !"e ro(e o+ in!ere%iaries s"o*ing !"e s!u%en!s

*"a! !"e !e)!'oo, es!a'(is"es as goa(s !o acco-(is"4 T"e !"ir% %isa%0an!age is re(a!e% !o !"e

aoun! o+ 'u%ge! a0ai(a'(e +or in0es!ing on !e)!'oo,s !"a! +i! s!u%en!s< nee%s an% !eac"ers<

re6uireen!s4 Te)!'oo,s are an. !ies e)-ensi0e an% %i++icu(! !o a%us! !o s!u%en!s< or !eac"ers<

-ossi'i(i!ies a,ing !"e %e-en% os!(. on !"e resources a! "an%4 For !"ose reasons1 !e)!'oo,s

e)"i'i! i-e%ien!s on !"e %e0e(o-en! o+ e++ec!i0e an% genuine (anguage1 !eac"ers<

in%e-en%ence !o se(ec! a!eria(s +or !eac"ing an% (ac, o+ +inancia( su--or!4

Using !e)!'oo,s re6uire +or !"e !eac"er !o es!a'(is" co"erence *i!" !"e s.((a'us1 (earners<

nee%s an% use o+ !"e (anguage4 T"e +irs! cri!erion is !"e use o+ !e)!'oo,s !"a! s"o* (ogica(

re(a!ions *i!" !"e con!en! an% o'ec!i0es o+ !"e s.((a'us4 "en %eci%ing on using a !e)!'oo, i! is

no! on(. i-or!an! !o (oo, a! a%0an!ages or %isa%0an!ages 'u! !o %eci%e on one !"a! +i!s *"a! !"e

s.((a'us nee%s !o +u(+i((4 For e)a-(e1 i+ !"e !e)!'oo, is co-(e!e in !ers o+ goa(s1 (earners<

nee%s1 an% con!en! re6uire% +or !"e ins!i!u!ion or (anguage -rogra1 i! ig"! 'e sui!a'(e +or i!s

a--(ica!ion4 T"e secon% cri!erion !o 'ear in in% is !"e +u(+i((en! o+ (earner<s nee%s *i!"in !"e

con!en! an% arrangeen! o+ !"e !e)!'oo,4 As en!ione% 'e+ore1 (earners< nee%s are i-or!an! !o

%eci%e on a !e)!'oo, use4 T"e. nee% !o 'e +(e)i'(e in !ers o+ (earners< (earning s!.(es or



(ii!a!ions +or ge!!ing e++ec!i0e un%ers!an%ing /Ric"ar%s1 9;1 -434 T"e !"ir% cri!erion is !"e

in%ica!ion o+ (anguage use e++ec!i0e(. *i!"in !"e ac!i0i!ies1 !e)!s an% o!"er con!en! o+ !"e

!e)!'oo,4 In !"is case1 !e)!'oo,s ig"! s!reng!"en s!u%en!s< s,i((s +or using !"e secon% (anguage

e++ec!i0e(.4 esi%es1 !e)!'oo,s se(ec!ion nee% !o +o((o* s-eci+ic cri!eria !o consi%er in a (anguage

course since !"e. are os!(. use% !o +aci(i!a!e (earning1 (anguage use an% (earners< au!ono. +or

i-ro0ing !"e (anguage4

As a conc(usion using !e)!'oo,s re6uire !eac"ers an% !"e ins!i!u!ions !o c(ear(. ana(.2e

*"a! i! rea((. i-(ies c"oosing !o *or, *i!" !"e4 esi%es1 +or %eci%ing on a !e)!'oo, i! is rea((.

"e(-+u( !o co-are !"e a%0an!ages an% %isa%0an!ages i! "as in re(a!ion !o s!u%en!s< nee%s an%

!eac"ers< e)-ec!a!ions4 E0er. !e)!'oo, !"a! is c"osen +or !eac"ing "as %i++eren! c"arac!eris!ics

an% i! is !rue !"a! i! is i-or!an! !o 'ear in in% "o* recogni2e% !"e e%i!oria( is an% !"e %esigners

are4 Li,e*ise1 a! !"e en% *"a! *ou(% rea((. a!!er is i+ !"e !e)!'oo, +u(+i((s a(( goa(s an% nee%s

re6uire% +or !"e ins!i!u!ion an% i+ i! is 0arie%1 crea!i0e an% engaging enoug" !o "e(- s!u%en!s

(earn4



Re+erences

O>Nei((1 R4 /;?@934 %hy &se Textbooks'# )T *ournal 1 /931 ;5;;;4

Ric"ar%s1 #4 /9;934 The role of textbooks in a language program4 Re!rie0e% +ro


S,ierso1 A4 /;??;34 Te)!'oo, se(ec!ion an% e0a(ua!ion1 in M4 Ce(ce5Murcia /E%43 Teaching

nglish as a second foreign language4 os!on: Hein(e an% Hein(e Pu'(is"ers4

Tsi-(a,i%es1 I4 /9;;34 Se(ec!ing an Eng(is" course'oo,: T"eor. an% -rac!ice4 Theory and

practice in language studies1 ;/31 --4 @54

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Essay Textbooks