Welcome to the

session!
You fit right in!!

Materials Development
(MD)

Astrid Nez
Pardo M.A.

Universidad Externado de

Astrid

Nez Pardo, M.A. in Education

Specialisation
B.A.

in International Economics

in Hotel and Tourism Business Management

Universidad Externado de Colombia

A

Graduate Diploma in Linguistic Studies from

University of Essex, Colchester, England
A

Certificate of the International Training

Programme on Child Right Classroom and School
Management
Lund University, Sweden
3

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

Setting the tone

5

How

many of you use

textbooks? Why?
How many of you have
felt the need to
complement the
textbook with extra
material? Why?
How many of you have
6

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

Two articles being evaluated:

Assisting In-Service Teachers to
Develop their Own Materials in a
Masters Programme in Education with
Emphasis on English Didactics
(Nez, Tllez, & Castellanos, 2015)

Promoting EFL teachers Professional

Development through Materials
Development
(Nez, Tllez, & Castellanos, 2015).

23

2. What are
materials?
24

Printed materials: Short sorties, picture dictionaries,

chants, worksheets, lessons, units, modules, students
books, workbooks, audio cassettes, CD ROMs, CDs ,
25
videos, games, and so forth.

In-house
materials

26

Environmental materials: Made by the teacher for

notice boards, walls, windows, floor, and the sort.

27

28

29

30

31

32

Teacher and student-made materials: leaflets,

pamphlets, brochures, booklets, comic strips,
magazines, puppets, guides, games, and the like.

33

Realia: real objects

like balls, dice, crayons,
marker pens, origami cards,
decorated boxes,
34
blindfolds, etc.

Visual materials: photographs, drawings, posters,

flashcards, charts, flip charts, and the rest.

35

Manufactured products: to perform role plays like a

telephone, a hat, a microphone, a handbag, glasses, a
plastic
alphabet,
spinning
tops,
toys,
etc.

36

3. Why to develop
materials?
37

Why to develop
materials?
Because MD
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1.
2.
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5.
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8.
9.

E
G
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P

M
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M
T
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S H A
C H A L
I N S

P
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W
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N
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E R S
T
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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

For decades, materials were

used to exemplify methods
and approaches
(Tomlinson, 1998).

A big industry
has been built around
materials
for language teaching
42

The conception of MD has

started to change due to
teachers awareness of

A huge production in the interest of

teaching methodologies

Students voices should shape

materials to the way they would like

to learn and what they need to learn
in todays world

(Nuez and Tllez ,

2009)
43

Recently,

the discipline of Applied

Linguistics has recognised the
development of materials as a
wide-ranging domain that studies
how socio-cultural resources
contribute to the process of
learning and teaching languages

(Nez , Tllez and

Castellanos & Ramos ,
2015 c, p. 12).
44

A misconception

Heilenman (1991),
Richards (2006), Samuda
(2006)

contend that MD is usually

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

writing should be seen as a

scholarly, rather than a low-

(as cited
in Harwood, p. 16).
status activity

47

Counterarguments
Tomlinson

(1998, 2003a, 2003b,

2010, 2011), Harwood (2010),
Nez and Tllez (2009), Nez,
Tllez, Castellanos and Ramos
(2009, 2015c) , Masuhara
(1998, 2006) Bolitho, Maley
(1995, 1998), McDonough and
Shaw (1993), and Sercu (2005),
have realised that MD goes beyond
individuals' intuition and inspiration

48

Harwood (2010)

49

Low

(1989)

says it is a
strange mixture
of imagination,
insight, and
analytical
reasoning

(p. 153).
50

In

the same line of

Maley
(1998) asserts
thought,

that the writer

should trust
intuition and tacit
knowledge(pp.

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

(Nez & Tllez ,

2009. p. 175);
52

We put both our

minds and hearts
into MD

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

Nez, Tllez and

Castellanos (2013) ,

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

What does MD entail?

Materials
development

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),

assures that materials

development is anything
which is done by writers,
teachers or learners to
provide sources of language
input and to exploit those
sources in ways which
maximise the likelihood of
intake (p. 2).
59

Tomlinson
declares that MD

(2011)

is anything which is done by

teachers or learners to facilitate the
learning of a language (...) anything
which is used to increase the
learners knowledge and/or
experience of the language

(p,

2).
60

Nez, Tllez and

Castellanos (2015c ,

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

Nez, Tllez and

Castellanos (2013)

claim

that Materials are sociocultural resources that facilitate

not only linguistic interaction
but also cultural exchanges
between the various human
groups. Moreover, they are
forms of social mediation that
allow flow of knowledge (p.
10).
62

6. What Materials
Development
implies
63

Nez,

et al. (2015c)

assert that the process of developing

materials implies r of issues:

Perso
and
Instit
ona
Comm
men
64

 Reflection or
teachers pondering
upon
their teaching practice

their students needs

their students success in
language

learning
65

Nez, et al. 2015c)

contended that MD allows teachers

to reflect and theorise on their
practice (Schn, 1987); in other
words, teachers should theorise
from practice and practise what
they theorise (Kumaravadivelu,
1999, p. 35). Thus, our reflections
based on what takes place in the
EFL classroom also inform the type
of materials we develop for our
classes (p.2).
66

Teachers should

theorise their
practice and practise
what they theorise.
(Kumaravadivelu,
1999.p.35)
67

 The body of knowledge,

fundamental to develop materials, is
composed by
a) a theoretical framework for materials
development;
b) Second Language Acquisition (SLA) and
Materials Development and teaching
principles;
c) the theory of the nature of language and
language learning; and
d) the methodological approach underlying
the materials

(Nez et al. , 2015c. p.

9).

68

 Affection
Students

achieve a better performance

if they know that anxiety, fear, stress,
depression, and frustration are
negative emotions that may arise
during the language learning process

Teacher

should stimulate, through

their materials, positive emotional:
self-esteem, self-value, empathy and
motivation

(Nez et al. 2009)

69

Greenspan and Benderly

(1997) highlighted the effect of

affection on human beings behaviour and

cognitive development.

Gross (1992), and Goleman

(1995) stressed on learning with the
brain and with affection; that is, to unify
mind and heart in the classroom to
educate students holistically by means of
stimulating students senses, emotions,

(as cited in
Nez et al. , 2015c)
and imagination

70

Tomlinsons (2001) affective

appeal. This principle asserts that affection is

the pre-requisite to understanding, effective
communication, and durable learning (p.1).

Berman (as cited in

Tomlinson, 2000) stated that

An experience with a powerful attachment to

emotions or feelings is more likely to be
retained in the long-term memory; this
affective component is also part of a new
tendency related to the Multi-Dimensional
Approach

(Tomlinson, 2000).
71

Gross (1992), and

Goleman (1995) stressed
the importance of learning with
the brain and also with affection;
that is, to unify mind and heart in
the classroom in order to educate
students holistically by means of
stimulating students senses,
emotions, and imagination.

72

 Motivation
Kleinginna

and
Kleinginna (1981, as
cited in Huitt, 2001)

define it as an inner state that

triggers or strengthens behaviour
whenever ignited. Students learn if
motivated to do so

According to

(2000),

Covington

motivation is a unique
human resource that helps achieve a
goal.
73

Success

and failure depend on the

way people set goals. It means
that students are free to set their
own goals in order to minimize
failure. When people fulfil their
expectations, they experience
feelings of success and encourage
themselves to accomplish new
realistic goals. Therefore, the
materials that we develop should
give students the chance to reflect
upon their learning goals. (Nez

et al. , 2015c. p. 27)

74

 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

their roles from being fairly

passive to becoming more active agents
in their teaching setting, or within the
educational institutions
77

Only those who

risk going too far
can possibly find
out how far one
can go.
T.S. Eliot
78

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

(Nuez, Pineda &

Tllez , 2004. p 130).
83

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

This task should not be

confined to text developers
exclusively since there is not
a complete textbook that
fulfils both learners and
teachers expectations

(Nuez and Tllez,

2004. p.172) .

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

3. A teacher that is ready and

willing to listen to and accept
new ideas and suggestions

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

2. A teacher that acts effectively

or imaginatively in a given
situation
3. A teacher that is ready and
willing to listen to and accept
new ideas and suggestions

R
e
s
o
u
r
89

MD allows for

reflective observation and

conceptualization that enables teachers to

(Shn,
1987, cited in Tomlinson,
2003. p. 2) .
theorize their practice

Reflection is a dialogue of thinking and

doing that makes teachers more

(Shn, 1987, cited

in Giovennelli, 2003. p.
293).
competent

90

 Teachers

should devote plenty of time to

the demanding task of constructing,

deconstructing, and reconstructing their
daily pedagogical practice as a means of
facing decision making, improve their
teaching performance, innovating in their
classes and so, developing
professionally.

(Nez & Tllez , 2009.

p. 173)
91

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

principles of Second language

Acquisition

(SLA)

that

are

relevant to MD

(Tomlinson, 1998)

95

Let

us see their relation with the

features
and
components
developed
by
Harmer

(2007), Arnone (2003)

and Small (1997)
1.
SLA
Principles

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

The Materials Development

Scaffolding
8.
Adjusting
materials

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

Nez at al. (200

102

Nez , Tllez and

Castellanos (2012)

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

Course Design Procedure

Model X

(Masuhara, 2010)

106

Lets reflect upon...

107

In

groups of five, think

about a unit or an entity
that could hold the seven,
eight or five components
of the MD frameworks
presented.

108

10.1

Needs assessment

109

For

Graves (1998)

needs

assessment is the research on learners

needs

Nunez

& Tllez (2008)

claim that needs assessment is a

constant process that accounts for and
sort out students needs regarding the
achievement of their learning objectives
110

Seedhouse

(1995)

states that needs assessment

is useful to:
solve problems
state learning objectives, and
develop courses and materials

111

needs analysis involves gathering

information
(field
notes,
surveys,
questionnaires, interviews, diaries,
documents, tests, class brainstorming,
archival documents and the sort)

The needs analysis provides the basis of

materials development

(Nez et

l, 2009)
Pineda

(2001)

states that the

needs analysis must be the starting
point for developing syllabi

(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

Whose needs should

be considered?
A number
of parties
should
have a
say

Learners
Teachers
Education authorities
Stakeholders like

Harwood
(2010)

parents & sponsors

114

10.2 Setting goals and

objectives
115

Graves

(1997)

states that goals are

the overall longterm purposes of the
course

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

The more specific

the learning
goals, the easier
it is for students
to evaluate their
success, and get
involved with the
task and work
independently

Willis, Jane
(1996)
118

What are learning

objectives like?

www.learnmarkeitng.net

What does it stand for?

119

Set SMART objectives

Specific: Specify what SS should achieve
Measurable: SS meeting the learning objectives or not

Achievable: Learning targets should be attainable

Realistic: If

the learning objectives are achievable with the

available resources

Time-based: Limit the time to achieve the learning objectives

Concrete, Realistic, Effective , Attainable ,
and Measurable
120

10.3 Syllabus design/

Conceptualising content
121

For

Stern (1983)

the term curriculum

is commonly used in two related senses. It
refers, first, to the substance of a
programme
of
studies
of
an
educational institution or system. Thus,
we can speak of the school curriculum, the
university curriculum, the curriculum of
French Schools, or the curriculum of Soviet
education. In a more restricted sense, it
refers to the course of study or content
in a particular subject, such as the
mathematics curriculum or the history
curriculum. [...]
122

[...]

It is, therefore, used as a synonym of

what in British universities and schools is
sometimes referred to as the syllabus for a
given subject or course of studies. In recent
years, however, the term curriculum has
come to refer not only to the subject matter
or content, but also to the entire
instructional process including materials,
equipment, examinations, and the
training of teachers, in short all pedagogical
measures related to schooling or to the
substance of a course of studies (p. 434).
123

A syllabus
without input
from the
(Graves,
students
1997)

would be just
a skeleton
124

A syllabus articulates what teachers will

teach
Each teachers syllabus is different due to
the uniqueness of

the context
the students
the teacher
125

Written and spoken texts with

potential for affective and
cognitive engagement
+ flexible framework to
develop activities

(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

10.4 Selecting and developing

materials and activities
129

TS

perceptions of learning
activities differs as much as
their teaching styles and
methodologies do

It

should answer to the type of

tasks and language sequence
& scope
130

Vivid vibrant
Appealing attractive
Reasonablerealistic
Interactive &
interesting
Especial &expansive
(*)
Tailor-made (**)
Yielding (***)

(*) friendly/open
(**) suitable for
someone

Nez (2
131

Activities should
be...

Effective in attaining the course purpose

Appropriate for students profile
Flexible or adjusted up or down according to
students needs
Viable/feasible/practical/workable
Available/accessible/ease of use

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

Cycle and Matrix

approach
A set of activities
that follow a
consistent
sequence to be
fulfilled in a given
period

- a new skill area

- a different type of
activity
- a new focus

135

10.6 Assessing or
evaluating
materials
136

Pre-,

novice, and in-service

teachers can critically

respond to concrete problems
related to the scholarly
activity of developing
materials

137

Materials shouldn't be
evaluated in an ad hoc ,
impressionistic way that
favours materials with
face validity

(Tomlinson , 1998.
p.5) .
138

Avoid

the flip test:

Teachers and school

administrators flipping
through the pages to assess
the quality of the book
based on presentational
details

(Harwood,

2010. p. 15).
139

 Do not get impressed for what

materials look like

See what materials do in

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

Lets use the

circle
Form
4 groups approach!
of
three people.
Use a flip chart to jot
down the
pedagogical criteria
for materials
selection and
evaluation in your
context.
Rotate and
complement what
the previous group
has written down.

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

11. Materials and the

TESOL curriculum
146

For

Harwood

(2010)

the content of

the curriculum and the

resulting materials is
usually seen as
governed by needs

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

Our experience as both language teachers and

text developers in a service programme for
undergraduate students whose main component
were English for General Purposes (EGP) and
English for Specific Purposes (ESP) has allowed
us to affirm that the use of both authentic and
inauthentic materials in the EFL curriculum
yielded encouraging results in terms of language
learning, disciplinespecific vocabulary
improvements and the development of students'

(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

enriched input which provides

learners with input which has been
flooded with examples of the target
structure in the context of meaning

(as cited in
Tomlinson 2003, p. 6).
focused activities

151

Tomlinson

(2003)

language learning materials

should ideally be driven by
learning and teaching principles
rather than been developed on
ad hoc imitations of best-selling
course books

(p. 81).
152

Carter

(1998)

asserts that both

inauthentic as well as
authentic texts can inform
the curriculum (as cited

in Hardwood, 2010, p.
5).

153

Carter (1998) and

Shortall (2007)

contended that Inauthentic as well

as authentic texts are pedagogically
exploitable. [...] These artificial texts
may intentionally contain a high
frequency of a particular language
item to alert learners to its existence
and to provide them with practice in

(as cited in
Harwood, 2010, p. 5).
manipulating it

154

Materials that are adapted

to students requirements
and interests, are known
as modified materials,
which are developed for
pedagogical purposes.

(Aebersold & Lee,

2002, p.48).
155

Allwright
(1981); Hutchinson and
Torres (1994); ONeill
(1982 ) admit that no-

Authors

like

prepared materials can ever

meet the needs of any given
class precisely, some level of
adaptation will be necessary

(as cited in Harwood,

2010, p. 4).
156

Masuhara

(1998) The

teachers home-grown materials

may be more finely tuned to the
local classroom needs with valid
methodological awareness but the
colourful or glossy appearance of
commercial course books may be
more eye-catching and may even
seem to the learners to have more
face validity (246-7).

157

McDonough

and

Shaw (2003)

provides a claim made by

course book writers:
.. authentic and semiauthentic reading and
listening practice ... (p. 42 )
158

12. Principles and

procedures of MD
159

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

4. Visualisation and inner speech use

before, during and after experiencing a
written or oral text and using
language
5. Use of the experiential approach to
engage learners in exploring and
discovering
6. Language production and use through
activities that favour language fluency,
accuracy, appropriateness and
effectiveness
163

Concluding
remarks
164

The

written and oral/ spoken

texts must have the potential
for affective and cognitive
engagement (Tomlinson, 2003)

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

 Teachers can critically respond to

problems related to the scientific

activity of developing ELT materials by

- developing contextualised materials

that respond to the local needs and
promote effective learning settings
- designing the instructional component
of their research projects

167

- looking into teachers' and students

perceptions in regards to ELT
materials
-examining how to build and apply
theoretical or practical principles
for MD
-evaluating the effectiveness of
materials use within the
multiculturalism and bilingualism
contexts
168

 MD, like teaching, is not a

lineal process but a
complex one in which TS
are constantly considering
multiple factors and
proceeding on many fronts

(Tomlinson ,
1998 )

169

MD, as a field of study, demands a

scientific methodology that
validates
the scope
the pertinence
the relevance of materials

within a range of language

learning contexts
170

 Materials that address learners

genuine interests, knowledge,

experience and understanding of
language use create effective
learning environments (Nez

and Tllez 2004, Nez

et. al., 2009;
Crdeans , 2008;
Tomlinson, 2003)
171

The effectiveness of materials

used for language teaching
depends

largely

meaningful,

on

how

relevant

and

motivating they are to the

learners.

(Nez and Tllez,

2009 p. 173)
172

 An MD framework is valuable

in

the planning and development of

the instructional design for
research projects (needs analysis,
pedagogical intervention as an
innovation, reflection on language
& learning theories)

(Nez , et al.,
2012).
173

Thanks a lot for

being such a
wonderful
audience!

174

 Enjoy

the fascinating
task of developing your
own didactic language
learning materials!

astrid.nunez@uexternado.edu.co

175

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