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    Thái An Nguyễn
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    The document discusses several principles of materials development that can be polarizing, such as aesthetic principles that prioritize tidiness versus pedagogic principles that focus on engaging content. It also examines polarizing perspectives in areas like institutional control versus teacher and learner creativity, commercial priorities versus professional priorities, and implicit prescription versus explicit description. Throughout, it emphasizes that textbooks require balancing and compromising between different viewpoints to meet the diverse needs of teachers, students, and contexts.

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    The document discusses several principles of materials development that can be polarizing, such as aesthetic principles that prioritize tidiness versus pedagogic principles that focus on engaging content. It also examines polarizing perspectives in areas like institutional control versus teacher and learner creativity, commercial priorities versus professional priorities, and implicit prescription versus explicit description. Throughout, it emphasizes that textbooks require balancing and compromising between different viewpoints to meet the diverse needs of teachers, students, and contexts.

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    © All Rights Reserved
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    13 views26 pages

    3 Principles of MD

    Uploaded by

    Thái An Nguyễn
    The document discusses several principles of materials development that can be polarizing, such as aesthetic principles that prioritize tidiness versus pedagogic principles that focus on engaging content. It also examines polarizing perspectives in areas like institutional control versus teacher and learner creativity, commercial priorities versus professional priorities, and implicit prescription versus explicit description. Throughout, it emphasizes that textbooks require balancing and compromising between different viewpoints to meet the diverse needs of teachers, students, and contexts.

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    of 26

    Principles of Materials

    Development
    COMPROMISE
    REVIEW
    Materials
    Development

    Authentic
    Evaluation
    texts

    Common
    Current
    needs as
    trends
    ISSUES
    AREAS OF MATERIALS DEVELOPMENT
    Overall
    structure

    Methodology

    05 areas Texts

    Content

    Piloting

    (Bell & Gower, 1999)


    PRINCIPLES VS. FACTS

    Students
    Coursebook
    writers’ role
    has to be
    Principles Facts as Teachers
    collaborate in
    as 'SELF' 'OTHERS' the
    publication of
    materials for
    Classroom others
    contexts

    (Bell & Gower, 1999)


    Inevitability of compromise

    Textbook writers have


    Construction to try to anticipate the
    needs and interests of
    teachers and students
    Learning and to modify any
    initial ambitions they
    may have as a result of
    what they continue to
    Criticism
    learn about those
    needs and interests.

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    AESTHETIC
    PRINCIPLES

    PEDAGOGIC
    PRINCIPLES
    (Bell & Gower, 1999)
    Principles of Materials Writing for Professional Development
    AESTHETIC PRINCIPLES PEDAGOGIC PRINCIPLES
    Tidiness Flexibility
    Texts Focus Language
    Intellectual topics (Serious) Engaging content (Human interest, Personal/
    Fun/ Generative/ Trivial)
    Actors’ languages Natural language (Spoken,
    Unscripted/Authentic/real)
    Familiarity Analytic approaches (Conscious mind)
    Presenting (Accuracy/ Fluency) Emphasis on review (Meaning/ Use)
    Mechanical practice (Pattern repetition/ Personalized practice (Own experience)
    Imaginary situations)
    Knowing (Value of texts) Integrated skills (Real-life communication &
    Focusing on content)
    Deductive (Process/ Controlled practice) Balance of approaches (Inductive & Affective/
    Creative expression)
    Training (Providing language reference) Learning to learn (Work/Analyzing/
    Personalizing)
    ‘Cool’ look (First impression/ Adult/ Professional respect (Satisfaction /Academically
    Sophisticated/ Clean/ For healthy sales/ creditability/ Pride/ Long-term usability)
    Commercial)
    (Bell & Gower, 1999)
    ‘POLARISING’ PRINCIPLES

    COURSEBOOKS
    (UK: Textbooks)

    MATERIALS

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    INSTITUTIONAL
    CONTROL

    TEACHER &
    LEARNER
    CREATIVITY

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    COMMERCIAL

    PROFESSIONAL

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    IMPLICITLY
    PRESCRIPTIVE

    EXPLICITLY
    DESCRIPTIVE

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    MATERIALS
    PRODUCTION

    FACILITATING
    LEARNING

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    INTERNATIONAL

    ‘Glocalization’

    Many of the cultural


    contexts can seem
    LOCAL irrelevant to the
    learners.

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    COURSE
    BOOKS AS
    TOOLS

    Coursebooks are tools


    MATERIALS which have life and
    AS meaning when there
    MEANINGS is a teacher present.

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    TRAINER
    ‘Professional
    Integration’

    TEACHER

    (Bell & Gower, 1999 )


    ‘POLARISING’ PRINCIPLES

    OLD &
    FAMILAR

    ‘A Blend’

    NEW &
    DIFFERENT
    (Bell & Gower, 1999)
    ‘POLARISING’ PRINCIPLES

    ‘Old & Familiar’


    CONSERVATISM

    ‘A Compromise of Principle’

    'New & Different’


    INNOVATION

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    ‘Familiar’
    GRAMMATICAL

    ‘A Sensible Balance’

    ‘Different’
    FUNCTIONAL

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    DESIGNER
    (Publisher)

    AUTHOR,
    TEACHER &
    STUDENTS
    (Bell & Gower, 1999)
    ‘POLARISING’ PRINCIPLES

    TEXTS

    VISUALS
    (Bell & Gower, 1999)
    ‘POLARISING’ PRINCIPLES

    MINORITY OF
    ‘PRIVILEGED’
    CLASSROOMS

    ‘Diversity’

    MAJORITY OF
    ‘LESS-THAN-PRIVILEGED’
    CLASSROOMS

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    SEASONED
    TEACHER
    ‘A Light Hearted View’

    AMATEUR
    TEACHER
    (Bell & Gower, 1999)
    ‘POLARISING’ PRINCIPLES

    MONOLINGUAL

    MULTILINGUAL

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    NATIVE
    SPEAKER

    NON-NATIVE
    SPEAKER

    (Bell & Gower, 1999)


    ‘POLARISING’ PRINCIPLES

    KNOWLEDGE
    ASSUMPTIONS

    CULTURAL
    ASSUMTIONS

    (Bell & Gower, 1999)


    Reference
    • Bell, J. & Gower, R. (1999) Writing Course Materials for the World: A Great
    Compromise. In Tomlison, B. (1999) Materials Development in Language
    Teaching. CUP.

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