Beruflich Dokumente
Kultur Dokumente
I. Objectives:
At the end of the lesson, 85 % of the students are able to:
• Topic: The roles of Materials in the Language Classroom: Finding the Balance
• Language Skills: Listening, Speaking, Reading, Writing
• Materials: LCD Projector, Laptop, Word Strips, Chalkboard and chalk, sample textbooks
Time Allotment: 4 hours
III. Procedure:
A. Pre - Activities:
1. Prayer
2. Checking the attendance
3. Orderliness/Cleanliness of the classroom
B. Motivational Activity:
1. A word strip is picked (e.g. textbook), the representative should write on the chalkboard broken
lines that represents each missing letter of the “mystery word”.
For example:
CHALKBOARD __________
2. The group of the representative should guess the mystery word by giving out letters. It should
be one letter at a time.
3. The group shall have 5 chances to guess meaning they will give at least 5 letters. If the group
fails to guess the mystery word after the 5 chances, the other group can now steal.
4. But, in the event the same group can guess the mystery word before the 5 chances another
representative from the group will pick another mystery word
5. The first group to score 5 points will be declared as winner and will receive one star each.
5. The teacher shall ask the winning group a question: “in your own perspective, what do you think
are the roles of materials in a language classroom?”
6. After the winning group had succeeded in answering the question the teacher shall ask the other
group another question: “are these materials suitable for language learning? Cite an example
material that will justify your answer.”
7. Each answer is good for one star.
INTRODUCTION
The discussion is divided into two sections. The first looks at attitudes to teaching materials,
including textbooks, and explores two opposing points of view: the deficiency view and the difference
view. For some, commercial materials deskill teachers and rob them of their capacity to think
professionally and respond to their students. For others, the role of teaching materials is potentially more
positive. Such arguments and the proliferation of teaching materials suggest that the issue is not so much
whether teachers should use commercially prepared materials, but rather than restrictive. The second
part of this discussion explores eight key assumptions which the author believes should underpin
materials if they are to enhance the learning environment of the classroom.
PREPLANNED TEACHING MATERIALS – HELPFUL SCAFFOLD OR DEBILITATING CRUTCH
Concern whether pre-planned materials can meet individual learner needs is part of the dilemma
teachers face in trying to implement learner-centered language programs in a group setting.
Two decades ago, O’ Neill (1982) queried the assumption that each group is so unique that its
needs cannot be met by materials designed for another group.
Textbooks nevertheless remain a contentious issue for many teachers and researchers. Littlejohn
(in Hutchinson & Torres, 1994, p. 316), for example, claims that textbooks ‘reduce the teacher’s role to
one of managing or overseeing preplanned events’. A similar negative – view emerged during a recent
discussion of the role of textbooks on the Internet (TESL-L [Teachers of English as a Second Language
List], City University of New York).A Canadian colleague suggested that there are cultural differences
in attitudes to textbooks and referred specifically to ‘the Australian prejudice’ against them. One reason
for this prejudice may well be that so many of the ESL books available are British or American and so
culturally removed form learners in Australia.
The discussion on TESL-L, however, confirmed that attitudes to textbooks re complex and
represent a mix of pedagogical and pragmatic factors and the different weightings given to these in
different contexts.
Not only do published materials make decisions which could be made by the teacher and/or the
students (Allwright, 1981), but they often exhibit other shortcomings. Some materials for example:
• Fail to present appropriate and realistic language models (Porter & Roberts, 1981; Nuna, 1989)
• Other propose subordinate learner roles (Auerbach & Burgess, 1985)
• Fail to contextualize language activities (Walz, 1989)
• Foster inadequate cultural understanding (Kramsch, 1987)
• Failure to address discourse competence (Kaplan & Knutson, 1993) or teach idioms (Mola,
1993)
• Lack of equity in gender representation (Graci, 1989)
There appear to be very little research, however, on the exact role of textbooks in the language
classroom. Allwright (1981) suggests that there are two key points:
Both the deficiency and different views challenge teacher’s professionalism and reduce them to
classroom managers, technicians, or implementers of other’s ideas.
Materials obviously reflect the writers’ views of language and learning, and teachers (and students) will
respond according to how well these match their own beliefs and expectations. If materials are to be a helpful
scaffold, these underlying principles need to be made explicit and an object of discussion for both students.
Eight key assumptions:
E. Generalization:
• Students give their own realizations and understandings of the topic through an oral-
recitation. (Good for one [1] star)
F. Evaluation: Essay
In a one whole sheet yellow paper the students shall answer the following questions:
1. What is your stand on the use of textbooks in learning the language? (5 points)
2. Give at least three examples of the eight key assumptions on effective materials and explain each
of the examples. (5 points)
3. What is deficiency view and difference view? Compare. (10 points)