ls 16/1 decry 204 OS RN ace ARRAN 5 1° 8 LR AE NRE A Materials Adaptation of EAP Materials by Experienced Teachers (Part 1) Averil Bolster ‘This the fst part af a two port paper, the scond of {UN wl be published in Flo 16.2. Introduction publshed materials they aze assigned (Buyee 2005, 30, tow re alapation of commercial teaching ate occurs lsrooms isan under resachd ten. The paper examines 4 research project wich Sined to find empiric evidence to suppor for lterwise) the contention that “every teacher 5 2 ‘materials developer ommon 200), tl It 30 lermins how muck spltion takes place i one parular conto that of am EAP clas an offshore Universty in China, an overeat branch campus (of the Uaiversty of Notunghar. It concludes that ‘apeenced facts shouldbe undertaking recch Inher clsroons_ and applying thee ndings 10 textbook vein order fo reste materi that wil Reating the very st age of Deeoping Materials or Language Teaching Cosa 2003) 1 was stuck by 2 short quote wah as stayed with me eer sine {O undertake a research projet i ery 2012, 1 ae that ed tory tofind uth gem a anes ely trv. By taking Cannveng and Martine’ (2003, 9.479) etinion of materials development, ‘anything that i honey writers reaches of leer to provi sures Df fanguge input and expo these sources in Ways ‘hat mani the ltiond of intake, [ocusd on ‘he putt tat teaches’ explotason of materia can be viewed asa form of materials development. TH ‘elon of sources or asptation intr dined svimoking changes to mater in de to inprove them ot make them etre stable for «parca typeof eamer fTomlinsoa, 201, px What | oped to dacover was empl evidence to support or ee Tomlinson: stemen. Since 1 was working. in a sizable nglsh-mediam resuresavasbe ~ my colleagues. I woul ake ore Jeson in which they would be using the sae secon ‘fa publsed textook and dcermine how any af ‘em wo Ase the materia ae if presented and how many would aap the materi rome wy If found that mst of my lw teachers mae some dapation tothe mater 1 woul be saad at the maxim, “every teacher 6 4 materials developer Tomlinson, 2003, pl) were probably te, in my aca eaching coment at es. However Ineo want to know that the maxim were tro hen fo what extent do achers apt materi for this research (page 2 of Garnet Blucatin's English for Business Staten in Higher Edwcanon Shui 1s evided into eat pans. By Naan ut, amy predeson qustonnaie (Questionnaire A, Append 2} how many of these pans teacher Intended to modify athe planning sage, Texpeted © beable to cleulte what percentage af he pubabed tri the concrete evidence U was seeing” though Trae can be defined as ‘anything that fs ed by teachers or leamers to factate the lating of aTtanguage’ (Camniveng snd Marit, 2003, p47), forthe purposes ofthis paper, I use the erm to mesh textbooks. Tis is because my rescach wis ase fon weber or not teachers adapted @ section of 2 textbook presented a5 ready for we. Literature Review Staring with the vewpolnt that every teacher Is 2 ters developer (Tomlinson, 2003 pal 5008 etme la that this bei ey accepted arose the ELT communis ven he oen-voiced ception that eachers adap the materials they are sed wi ‘The references conveying this assumption are 100 to hghight how widespread it B-Boy (209, p30) expats escheat since no textbook I eet fn Saracen 2003, 73) calms that simply using ate in le regres adaptation since each case has itso specific aes o which the eae cats ‘Slam and Mares [2003p] aleve that even ESP risers hat feacrs have chosen themselves sh ‘high shouldbe highly sited to thei context have to be adap. Simla, Hyland (208, p96) sates ‘hat the highly targeted and content specie nature ls 9/t Cary 204 oF EAP means that no textbook can ever be dl for 1 parcular class and so an flecve teacher needs fo beable to evaluate, adapt and profuce suitable and sMfectve materi: More recety, MeGra 2013, Ps 5) sates that not only any” teaches adapt publisied matrals bat some of them are these mates as spinon Inthe esos. Wie teaches aapting the materials that they ae sven seems logical sds widelycsposee, there fl a rele lack of research with empire eidence {support the flocs tp at ererine ‘and bow much teachers fap mater bat ‘orth turing bre to why they adap. Bally's (0396) research on teaches deparures fom thelr Tesom pla pier an ight ino the on these ‘dapat that comer with experience: Gray [200] tas made some contain to Roding ot reasons hy teaches apt deo tnappropdae cultural presentations and stereotypes depicted In teaching materi. Clsroom experience is one of the key Slement hat Bayne [2006] mcogises a encoun Although his study Is based on «publsbed textbook, teeter or ot we nce textbooks at all ba bee Aeated for yeas. Hutcheon. and. Torres (194) put forward 2 stong argument in favour of them then they changed he am-extbook ew, while Thomabury’s (2000) Dogme approach would” see Clestoons fice of textbooks together Homeve, there are those-who favour adapting textbooks In fdr to beter met the ocd of paula sent fn th own pata context This vew fin line ‘ed Harwood 2005) weak an textbok view Tas ewes at completly aint pulse mater but ndings must be incorporated into them. He states that "whe the textbook can provide soucture is yabus Stould be nexbe enought alow the local teacher 0 Input atonal locally appropriate content (arwod 2s, p54. Over the yer, nggentonn ave Been Those include he unfinished texto Swales, 1980, 2), exi-mateias’ (Male, 2003 189) and sem neni (rab, 1989 lly, 2003, p19) a of my research projet was discover here sn appetite for my aerate "The gapped textbook Sop pu thi textbook would cota lank page in every unit tallow the teacher [or lear "0 entre their wn tater to he course Tap In the textbook would partly free fencer rom he onsale of publishes aterals and allow ther fo ‘eronsliz ndviduliz, Taine’ and modernize Teme of he ey reasons wy teacher adap mates (ileDonough ard Shaw (1993) ta Iam aod Mars, 2003, pA). The ea of "he gapped textbook’ began ‘Sr mcapor forthe feed and space tat eater ‘eau inorder to ad extra actvtis or exec that ‘hey recognise thee particular sudents neck, Away providing the physical space and time fa coarse Pgh be something that teachers would apreite fe thee tentboks, My hope Is that coll eae the monotony caused by using ooks which Mave the Same format throughout (Car, 200). Tis mnovetion ould so harness the cretvity of ster a well ‘teachers (Cake, 1989) by allowing seston eee he ‘This ed othe Hina question f wanted my research to fortwo be sen a3 viable lanvaton which ses the conservative eatin ofthe publisher’ Comlinan, 200, po, an appetite for this ea amongst group of experienced teachers would eet be stashed 1 second questionnaire for reflection (Qustoneare 3B. Appendix 3) afer wing the published mateals In te leson would be needed. The fining of when ‘Questionnaire B was set was portant the tanga Iesson had oe completed so that paras aula rot be nfuenced by is questions when plasing the Teson and completing Questionnaire A Ts Tllow-up survey woul slow me to asters experience ese fvalutebow open to the ea of the gape textbook” the paripants woul be. Research Questions ‘he pray research question In alton the secondary questions are: + Do experienced teachers atapt the published nates they ae required 0 use ae Co what personalise and locale published mater in the fom of the gapped textbook? Methodology ‘Background, participants and materials Universty of Natungham Ningbo China (UNNC) and ‘he prtepaing teaches are all members of he ‘ene for English Language Baveton (CELE UNC |s par ofthe groving wend of fore campus = ampises which are setup in oter counties but ‘whose beter know home’ campuses ht eee {ualfcations "The students being tight by the {eather parcipsting inthis project ae manly (295%) (Chinese and aged 8-19 yeas od. They are in the Second semester ofthe prininary yea eset 1 foundaon year) of thelr degree programme, The Ire chosen he bai ofthis search ssca1) Gary 2008 Jn the fst eson of week four ofthis semter a by that weeks teachers knew ter sts wel enough 0 ‘determine what teas dst sult them ‘The mater that te prcpting teachers used for International Busines (18) students, namely section ‘12 of Unit 4 of Engish for Busnes Stes fe Higher vcation Studies (Walker and Harvey, 2009), This section fades + reaing tet stout nee teelogy and eight accompanying pre-reating, reaing and otelakng tabs IS was chosen Decause I Is the Target coor in the peiinay yar ab thus has he most teaches aking on ite semester two ofthe 1/2012 endemic yea, 22 teachers mee onthe TB Scam andl of those eachers agreed to ake prt it "hs project, which represents a beter than hoped for rate of partis Data Collection Data collection took the form of 4 prelesson questionnaire (QuestonnaeA, Appendix 2) 8 pre-leson teacher profile Uspndic 1) and 8 por reson quesionmire [Qvesionaite B, Appendix 3 ‘he fist phase therefore consisted of 8 queens Invetigaing the intended. changes. i any, tht cers planned 10 make tthe leon ung he assigned secon of publsed mate. Islam and Mars" (2003) chapter played a Trge role inthe ‘detpning of Guestonnaite A They ney summa McDonoush an Shaws 198)) ahd Cuneingsworts [1995 adaptatian tecniques into seven pars, These seven techniques for adaptation (lam and Mars, 2003, p91) = extending. expanding, subractng, bring siping, erring and replacing were ted nthe questions otha the priate cold deny which type they intended to make This 3, ‘he ress coud be easly quantified. One sll tanat twas made forthe purpose of ny questionnaire and that Was replacing simp wth ‘change complex as wen done incase some ape of he pale ster] Sa aot ee Yo be simpli to tthe stent at rather needed tobe moe calecging ‘The questionnaires were set separately vi ermal oa twaeep me rspondets wrk to minim. Many ‘ofthe paripnts havea fal aching schedule of 18 hous per wee, which requies 4 sighicant mount ‘of time for preparation sod raring | wat wi fof taking up too much of ty collegues precios time and afer careful consideration, | ued out holding focus groups or meetings that would reque 4x ime tobe schedule With quesonnars, my Callens had the Fedor of ther in at 2 ime ‘ht tet ute them ‘Questionaire A was email to the parlpns fie Aye before the leson inode 0 allow them it 0 {fama wits ae Ln hey planned the leson It profuced both quantitalive and qualitative results. Since the pals material was very clay Broken into eight sections, teachers had 0 ck a box for each Seton on what kindof change, i any. they planned on making. TH profuced mearrabe fave provide Yow many. qualtaive results fr such 2 tnodest projec Bel, 2010). { wanted to determine how many sections of the lesion were t0 De sed ‘eactly 1s they were presented Inthe materials abd ow many sections were oe change Thi gave me quantitative mess of how mach ees ase {he pushed materl they were given. Parton tree also asked to provide a let ratonale for ther eli to use te publ mtr as I appeated fort atapt i In addon wo the pre-eton questionaire, # short teacher profile one was also emaled atthe same tine (Append 1 Al ofthe partiants in the research rot are experienced and well-qualified since hes bre rcutmentrequements of the Univer of Nowingham Ningbo Chinn. I wanted to fad os, however, exacly Bow experenced and qusied they se snc i generally belleved thatthe ably 0 ‘Map mates comes with experience Bale, 1996) ‘he preieson questionnaire ad teacher pres were returned o me efor the eson was cared ot. Aer the lesion in which the selected published terial was used, we ented the second pase of the oj andthe pos lesson ection (Appendix 3] was Sento patting teachers. Ths was to profuce some ‘qalitstve ress by asing openendet questions. A fimter af Yeno and single choice queson were the teachers book, which accompanies the ssiged textbook, wher planning ther lesson. Although Bell {2000 p47) wams that hypothetical questions might rovie ‘sces answers ae was nce nore {auge the partipant reaction to the concept ofthe ‘Sappe extbook: Tis question consisted of two Fas: ST Engsh for Busines Stutes tw Higher Eduction Suds Course Book were published wih» ark page folowing “2 Reading, woud you use this Dank page? In what way? Resale and contusions ofthis project ane Foun ie References he KM (196) "The Best Lal Fes: Teach ts {DM fs Vues fom he Language Crom by Bato, Kan Mcy Cage amb Caves rs ay (208 "sang Ost the ies: A iiing Enc in te Atpaton of Ween iatctn EOE cra Fl, vt-3039. (ls t9/ teary 204 el J BID, Doig Your Rexeh Pot ith Eton eta Open Ue ree Camnveng, and Mantes, 2009, Mater Dewapment od Teacher Tsing in 8. Tomine vias for Langage Tectng. Londen: Ca, . UO, Encouraging Othe 1 Adapt Mat Dating and eplenenting + Worshp for sens ‘Aispno!Fb at 0026 Cate, DF, (90) ater Desopme: Why Lavell (othe aes EL doula Camringorh, A. 1995). Chasing Your Cunctok ‘ry, 000 The ELT Cousebook Cat Act: Mow ences Cer si da EL Jer 4327-283 Hew N05, Wht do we wast EAP mats fo onl Eg for dete Pepe A 10-10 Huis Ta Tors (994 "Te Teno AS Agent (Change ELF lai: 520, yaad, X20) Ei for Acdoic Peps: An ‘am aes 2003)Aating ls Mate {s'8 Tomlinson fel) Dp Heal or Langage Mal. A (20034 “reve Approaches © Wiig in Toms, ed} Develop Materials for Langge Medondugh 8 Stay C (1983). Mate and Meds LP A Teshrs Gude. Land: Bbc cra 12019), Tenching Mates a the Kaleo EFL Sara C:(2003. apt Courses: Ce! View” a 8 “amin, te) tpi ate Laguge Tack. Tonain Cominam ES Sole 980) "SP: The Teas Problem: Th ESP sal 133 ‘hob 5 [004 gua or EF ATER ses. 85 a uation, 8 (00) taaducon: Are Mater Devon oT ot) Decepng Mae Tomlinson B (0%) amanising the Couneoak Tomlinson et) Decoy Mater orange eching Temlinog Bo ‘loa oa Term i Tomlin (ca) Matos Devore! Language Thing. Sect "don Tein, Camtiage Come Univer Pres Srcicompenasnesss0R@srnd ie, Cand Have, 2085 Enh for Bsns Sti In Fie Eaton Ste Cour Bak, Reig: Gate ie Cand Harve 209, Engh for Basins Stadies Inti acatonSes Cour The one Resin Aver Bote iam Eglsh teacher and materials ‘eelper whois curt a Senior Insaco i the ‘oli Language Core at he Uiersiy af Mace She lan Matesals Development as ela a eternal Diploma Language Teaching Management (TT. She has en ong interes In EAP material and hot conducted research ars dsiplines on reseed 9 Scademic rl presentation mete and the ase of mal arriblter@ malcom Su Peanon,MATSDA Membesip Serer, Norwich tne for Langage Eaton, 2 Upper ees Stet Nori NE LT, UK, mal matadamenbenhiec@ne-ctom |loft Gary 2006 Appendix 1 “Teacher Profile Questionnaire & Results Dear Coieague 1 appreciate you taking the time to fl in this fuestonmire Se part of my MA research project. 1 fave asked you to prove Your name solely for he purpove of ongaiing my work, You wll be given {peeaonym in all wien work or presentations teaming from this projet od your anon wl be pote Experience: 1. How many yes i otal have you been teaching gl ea Second Language? 2. Mow may of hose yes have been spent teaching EAP or SAP? 2 Dung your teaching carer ths fa, how many fla t/t Gary 218 mt. 8 quamutuve ange [iwidge «A teacher may focus on patil part fan exercise which i specally relevant hiser cas 2 qualitative change ‘Change complenty = A scacer may change he wording of the instructions of an exes ofthe exerci elt fo alow the tents fo beter manage Hor make the exerse more challenging if he think kt wil be 10 ey foc thesudents Reorder =A teacher may change the sequence of actives of mates Replace « A teacher may simply replace one visa for amore clturly appropiate one or may weplace an enie ‘ctv with one that ese fees wll. meet the gals ofthe eson. Pre-Lesson Questionnaire Ave Bolte Counties have oa worked I? ‘When planing Lson 42 [Ex A tik wheter yo intend to mak change of nt 0 te ees aed Teachers Name = Ire Stet Book rice: ive ati reason fr Jour devon i the Rational etn. 4 Ps it he counts whlch you have taht — Nok c a Na oa ng To Ogle unison: t— = TasinteTs| Extend | Expand | satire | abrtge | Change | Reader | Reice Fes ek (/) whch qaifentions you ave ere ook compety 1. CELTA or eqaent emai aan etea EA a 1. Apa from your fist Ings have you Ire 2 DELIA or equivalent fy ther langage? Pee tk Tole 3. PGCE a qv Qa Sa Gd 4 mnso1gotittinguiis — O) 2. ye whe agunge have you leaned? Please me 5. Pascaddanyoterieeventiechnggualictons TM along wth he eve of prfcency you ‘atorale oubove wich ot mentioned sve ‘os Tee I torte 2 “hank you! Appendix 2 ‘atone Lesson Plan Questionnaire Fart A “Teachers Nae: Be I Inte fit nf 9 minutes son ae of week ur expect hat “42 Rating’ on pages 33-29 of Gat } atone sation’: Engl or ses Sete in ger Econ Sis Cou oo asd. On page 2, youl id 2 {ale aed oy teen an sagged the Teaeers (Bone for? Reng: Bef you tah sesso, plese eh) he erat sects an give a bi aon for your chien the Rationale’ setln 4 ee aE I NOT: He lstry of he terms nthe pees qusionar ar For the purpose of hirer project esp aap ara follows: Extend = Aten ay supply more ofthe same ye of mat = qantaive change, ee T apand «A teacher may adésomehing diet to he materi quaatve change For example pat cm ‘teal na PPT nner han res from be book Subtract =A tech may ot d ll of he racic tons a exes, expec hey pats he sae 0 Note Ue addon space f you wih,