Language Curriculum and Materials Development Workshop for Primary School English Teachers of Brunei Darussalam - Session 3

7/31/2019 Language Curriculum and Materials Development Workshop for Primary School English Teachers of Brunei Darussalam - Session 3

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FROM SYLLABUS TO

MATERIALS DEVELOPMENT

SESSION 3


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TURNING A SYLLABUS INTO MATERIALS

Implications for materials writer

Needs of clients

Linguistic needs

Cultural

Authenticity

Layout/physical production

Context

Pedagogical


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Figure 1: The process of materials writing

(Jolly and Bolitho. 2011)


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Steps in Material Design

IDENTIFICATION by teacher or learners of a need to fulfil or aproblem to solve by the creation of materials

EXPLORATION of the area of need/problem in terms of whatlanguage, what meanings, what functions, what skills etc?

CONTEXTUAL REALISATION the proposed new of materialsby finding of suitable ideas, contexts or texts with which to work


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PEDAGOGIGAL REALISATION of materials by the finding of

Appropriate exercises and activities AND the writing ofAppropriate instructions for use

PHYSICAL PRODUCTION of materials involving considerationof layout, type size, visuals, reproduction, tape length etc

USE in the classroom


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REVISION OF MATERIALS

EVALUATION OF MATERIALSTeacherevaluation based on feedback from teachers

and students.


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Start

INPUT

LanguageContent

TASK

AdditionalOutput

Students ownKnowledge and

abilities

Set Of Materials

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Figure 2. A teachers path through the production of new or

adapted materials (Jolly and Bolitho. 2011)


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STRENGTHS

Systematic steps in the process

Areas covered

WEAKNESSES

Materials writing is dynamic and a self adjusting process . Humanmind does not work in linear fashion- reiterative forwards and

backwards e.g. wondering about physical production may spark off

thoughts about contextualization

Assumes materials are effective

No evaluation of materials not dynamic. Has materials metobjectives of learning?

A variety of optional pathways and feedback loops which make the

whole process dynamic and self regulating


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Materials Writing

Implications for the teacher

Writing materials which are effective

-Materials which are are based on a thorough understanding of

learners needs, their language difficulties, their learning

objectives, their styles of learning, the stage of their conceptual

development etc Approach is Learning and learner centred

Teachers understand their own learners best

- Teachers know students preferred learning styles.

Teachers are researchers

- The more teachers become sensitive and responsive to learnersneeds, the more they become involved in researching their own

classrooms. Teacher as Reseacher ( Burns 1999)


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All teachers need a grounding in materials writing- The selection and grading of language, awareness of language,

knowledge of learning theories, sociocultural appropriacy

- Purpose built materials

To reduce teachers dependency on published materials ( key

component of pre service and inservice training)

Means of professional development ( Popovici and Bolitho 2003)

All teachers teach themselves

-Teaching against the grain leads to dissatisfacion, loss of

confidence and learning failure- Enabling teachers to produce their own effective materials minimizes

this possibility and helps them teach themselves

- Trialling and evaluation are vital to the success of any materials

- Learners are the users of the materials and we have to heed their

opinions and listen to their feedback.

Documents

Language Curriculum and Materials Development Workshop for Primary School English Teachers of Brunei Darussalam - Session 3