UNIVERSIDAD NACIONAL SEDE REGIÓN BRUNCA

Área de Idiomas Extranjeros

Bachillerato en la Enseñanza del Inglés

Questionnaire:
The Role of Materials in the Language Classroom: Finding the
Balance

1. What are preplanned teaching materials?

2. What would be the shortcomings of using textbooks in the language classroom?

3. What are the two positions on the exact role of textbooks in the language

classroom?

4. Why are textbooks said to be an agent of change?

5. What is the position of Hutchinson and Torres in regards to textbook use?

6. What aspects should effective teaching materials reflect?

7. In the end, what is Jane Crawford’s position concerning the use of textbooks in

the language classroom?

8. According to you perception, are preplanned teaching materials a helpful

scaffold or a debilitating crutch?

Meet individual learner needs---dilemma

O’Neill 1982 queried the assumption that each group is so unique that its needs cannot be met by
materials designed for another group.

Preplanned Teaching Materials-Helpful Scaffold or Debilitating Crutch ?

textbooks reduce the teacher’s role to one of managing or overseeing preplanned events

textbooks for poor teachers, those without imagination

culturally removed

attitudes to textbooks are complex

Short comings

fail to represent appropriate and realistic language models

propose subordinate learner roles

fail to contextualize language activities

foster inadequate cultural understanding

failure to address discourse competence or teach idioms

lack of equity in gender representation

Positions

Deficiency view: textbooks/ published materials to compensate for teachers’ deficiencies and
ensure that the syllabus is covered using well thought out exercises.

good teachers always know what materials to use with a given class and have access to, or can
create them.

Difference view: materials as carriers of decisions best made by someone other that the teacher
because of differences in expertise.

published materials are better and cheaper in terms of cost and effort

Both views challenge teachers’ professionalism and reduce them to classroom managers,
technicians or implementers of others’ ideas
textbooks should be used only as a resource, and that following a textbook is an undesirable way
to teach

Material writers be familiar with the learning and teaching styles and contexts of those likely to
use their materials

experience has a crucial role to play in materials production

deficiency not in terms of expertise but in access to time and technology

live in a multimedia age

to an adequate level of sophistication

not to be devalued

without such authenticity ---difficult to provide culturally rich input

coping strategies

follow a textbook slavishly, let it control the classroom and what occurs therein

follow it page-by-page manner

textbooks assist inexperienced teachers

1, Hutchinson and Torres..textbooks as an agent for change:

text a vehicle for teacher and learner training

provide support and help with classroom management

provide teachers with a clear picture of what the change will look like

clear guidance on how to implement it in the classroom

2.a structuring tool

communicative language classes ----social events---unpredictable and potentially threatening to all

participants

provide the structure and predictability to make the event socially tolerable to the participants

as a useful map or plan :

allows for negotiation, accountability, orientation

a question of balance
allow for greater autonomy

not to use a textbook may actually be a touch of imperialism…it retains control in the hands of the
teacher rather than in the learners

Effective Teaching Materials

1. Language is functional and must be contextualized: the teacher must ensure a balance is
achieved between input and the reapplication of this to the unique context of a given class

fictitious world of a video drama

2. Language development requires learner engagement in purposeful use of language: focus of

input and output should be on whole texts, language in use

3. language used should be realistic and authentic: the language is not artificially constraint and it
is amenable to exploitation for language teaching purposes

4. Classroom materials will usually seek to include and audio visual component: multimedia allows
teachers and learners to explore the nonverbal and cultural aspects as well as the verbal

5. SLL need to develop the ability to deal with written as well as spoken genres

6. ETM foster learner autonomy

7. Materials need to be flexible enough to cater to individual and contextual differences

language is a social practice: learning a language is largely and individual process

input……intake (learners control what is learned since it is they who control what is learned)

8. Learning needs to engage learners both affectively and cognitively

integration of new knowledge into the learner’s existing language system= language is used
spontaneously and purposefully

important work in a class may start with the textbook but end outside it,

EFM : assist teachers to be more responsive, leave them time to cater to individual needs and by
expanding their teaching repertoire

WALK A TIGHTROPE

A FINE BALANCING ACT