Documente Academic
Documente Profesional
Documente Cultură
Coursebooks Coursebooks,
Coursebooks
as learning materials
Teachers are primary consumers of coursebooks and retain considerable power in determining the uses to which they are put in the classroom.
(Gray, 2010: 19)
role in shaping education Reasons for adopting a given coursebook Ideological tensions in the publishing business The authority of the coursebook over the teachers Teachers as passive consumers Teachers as active agents in MATDEV
The hope, of course, lies with local, noncommercial materials which are not driven by the profit imperative and which are driven rather by considerations of the need and wants of their target learners and by principles of language acquisition.
Tomlinson (2008: 9)
to trigger language work through integrated skills Relevant content Natural language use Realisation of curriculum aims
Bell and Gower (1998: 116-129) and McGrath (2002)
Expose learners to language authentic in use Help learners to pay attention to features of authentic input Provide the learners with opportunities to use the target language to achieve communicative purposes Provide opportunities for outcome feedback Achieve impact in the sense that they arouse and sustain the learners curiosity and attention Stimulate intellectual, aesthetic, and emotional involvement Tomlinson (2010: 83)
4.
Contextual features Motivations 2 Cycles: Coursebook evaluation Teachers develop materials Teachers teach with their materials Feedback and evaluation
Coursebook evaluation
Teachers
opportunities
10
Teachers develop C
Content Sources
Activities
Teacher-made Adaptations
in class
11
the students:
Good for authentic sources Excellent for being context-responsive Good for listening and speaking opportunities Good for groupwork activities Can we have a say in topic selection? Can you add grammar work? Can you add more audiovisual sources, more listening activities, and debates?
12
vote for topics; negotiation Fewer lessons Development of more flexible activities More audiovisual sources Inclusion of few grammar noticing exercises through content Debates
13
consuming Great sense of achievement Professional development Need to know more about materials adaptations CLIL is good as a post PPP-approach
14
Conclusions
Benefits Challenges
More
students feedback As I see materials development: a joint enterprise: (grammar) coursebooks + teacher-developed materials for engaging contents, topics, and skills development
15
Thank you!!
dariobanegas@hotmail.com D.L.Banegas@warwick.ac.uk