St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the Saint Louis College of Bulanao in response to the implementation of the
Blended Learning way of Instruction.

The learning Material is a property of the College of Education- Saint Louis College of Bulanao, Tabuk City. It
aims to improve students’ performance specifically in their SPECIALIZATION.

Date of Development: June 2022

Resource Location: Bulanao, Tabuk City
Learning Area: Language Learning and Materials Development
Resource Type: Module
Instructors: JENNIFER B. ABELLANIDA

GENERAL INTRUCTION/S:
The module will start with an introduction which will give a general background on the Language Learning and
Materials Development. Series of activities and discussions will encourage you to explore and learn about the topic.
Through this module, the following instruction/s should be followed.

I. This module is exclusively for SLCB students only.

II. Reproduction of this module for commercial purposes is strictly prohibited.
III. You may use this module for any acceptable purposes.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

MIDTERM COVERAGE
MODULE NO. 1
I. INTRODUCTION Instructional materials as many would claim, serve as the heart of active
engagement of students in language learning. In other words, aside from the
teachers' pedagogy, students need tangible as well as intangible aids to
ensure that language learning engagement is meaningful and relevant.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Differentiate plain materials and instructional materials; and
b. Describe instructional material for language learning using their
given name.
III. COURSE CONTENT ESSENCE OF INSTRUCTIONAL MATERIALS

LEARNING EXPERIENCES
In the development of instructional materials for language learning, it is fundamental to enrich your
understanding on the following important concepts as shared by experts of instructional materials
development and how these would foster meaningful learning the language:
Instructional materials refer to those alternative channels of communication, which a classroom
teacher can use to concretize a concept during teaching and learning process. Before a teacher can
design or produce an instructional material, he has to know what these instructional materials are,
their advantage and disadvantage, characteristics, limitations, etc. -the essence of producing
instructional materials, is to facilitate the teaching learning process. (Amadioha, 2009)
An instructional material is any systematic description of the techniques and exercises to be used
in the classroom teaching. (Brown, 1995)
They are didactic material things which are supposed to make learning and teaching possible.
(Obanya, 1989)
They are human and non-human materials and facilities that can be used to ease, encourage,
improve and promote teaching and learning activities. They are defined as resources that
organize and support instruction, such as textbooks, tasks and supplementary materials."
(Remilliard and Heck 2014)
Teaching Aids are objects (such as a book, picture or map) or devices (such as DVD or
computer) used by a teacher to enhance or enliven classroom instruction. (Shukla, 2018)
The role of materials (particularly textbook) in language teaching as a resource - for presentation
materials; activities for learners' practice and communicative interaction; for learners on grammar,
vocabulary, pronunciation stimulation and ideas for classroom activities; a support for less
experienced teachers. (Cunningsworth as cited in Richards, 2003)
It is worthy to note that in order to make instructional activities effective, the teachers' corresponding
instructional materials need to be well-thought-of, appropriate and responsive to the varying needs of
students. In other words without them, learning becomes theoretical and not practical. In support,
instructional materials are the tangible, non-tangible; print or non-print devices which lead the students to
become lifelong learning skills who are critical and creative thinkers.
***END***

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 2

 A. ASSESSMENT
TASK 1:
Based from your experience, how do you distinguish a plain material from an instructional material?

TASK 2:
Using your first name as acronym. Beside each letter, write a word or phrase describing an
instructional material for language learning.

B. Reference:
De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 3

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

MIDTERM COVERAGE
MODULE NO. 2
I. INTRODUCTION Authenticity and purposiveness of instructional materials for language
learning are essential elements before they can be meaningfully utilized in
class. They are essential elements and potent guides in designing and
developing these materials. Moreover, teachers' experiences in language
teaching as well as their understanding of their students' knowledge, skills
and behavior are other key factors towards motivating the students to learn
the target language.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Create/Develop an informatics that would serve as an instructional
material for language learning.
III. COURSE CONTENT DEVELOPMENT OF INSTRUCTIONAL MATERIAL

LEARNING EXPERIENCES
Here are some ideas about material development:
• "Materials development is basically dealing with selection, adaptation and creation of teaching
materials." (Nunan, 1991)
• "Materials development refers to anything which is done by writers, teachers or learners to
provide sources of language input in ways which maximize the likelihood of intake." (Tomlinson,
1998)
• "The importance of materials-as-content acts as a stimulus for communicative interaction and
materials-as-language serves the purpose of information about the target language and carefully
selected examples of use." (McGrath, 2013)
• "Teacher-produced materials play an important role in bridging the gap between the classroom
and the world outside." (Pardo and Tellez,2009)
• "Language learning and teaching have been further transformed by. the rapid development of a
wide range of technology—mediated resources, materials, tasks and learning environments."
(Reinders and White,2010)
• "Integrating texts with the local •culture will lessen the unfamiliarity and help students to read
better. " (Regmi as cited in Nambiar; Ibrahim,et.al. 2020)

The development of instructional materials is a challenge among the teachers. Its rigorous preparation
should not be taken for granted. It has to be well thought of and carefully aligned with the desired learning
outcomes as well as the learning activities. Understandably, in certain cases' teachers who are confronted
with a number of responsibilities, resort to utilizing available materials at hand offered by colleagues and
friends not showing much concern on the appropriateness, relevance and responsiveness of the instructional
materials to the diverse needs of students. In effect, students' learning remains theoretical and not practical.
On the positive note however. there are teachers who take the challenge of developing the instructional
materials themselves. Some of them claim there's no better "ay to utilize instructional materials than to have
them personal designed and developed. Whichever the case maybe, the teacher is the legitimate authority to
act on the most appropriate action with this aim in mind - to enhance students' learning and make the
academic engagement meaningful.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 4

Below are some suggestions that may help you in developing instructional materials for language
learning:

Get acquainted with the individual students' profile family background,

KNOW YOUR health record and other pertinent data that can help you assess the student's
would-be performance in class. In doing so, you already have in mind at
STUDENTS WELL. some point the kind of activities instructional materials he/she needs.

This is your anchor in the selection/ development of the instructional

UNDERSTAND materials. Ultimately, the expected students' learning outcome of the course
is to be proficient in both oral and written communication skills. Therefore
THE LEARNING your preparation as well as facilitation of the learning activities should
OUTCOME/S. apparently lead to the attainment of these competencies/outcomes.

Indigenous materials may just be found around the corner. Carefully

THINK SMART select and reconfigure them to serve as instructional materials.
AND PRACTICAL.

A number of research-based effective instructional materials for

ADAPT/ADOPT WELL- language may be appropriately utilized in certain communicative contexts.
PROVEN EFFECTIVE
INSTRUCTIONAL
MATERIALS.

CREATE Print (hard copies) and non-print materials (soft copies) are both
indispensable to teaching and learning. Any teacher is given the opportunity
CONTEXTUALIZE to create his/her own instructional materials with due consideration of the
D MATERIALS. context, content and structure.

A. ASSESSMENT
Create/Develop an informatics that would serve as an instructional material for language
learning. Describe it and write a corresponding activity fit for junior high school students.

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 5

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
MIDTERM COVERAGE
MODULE NO. 3
I. INTRODUCTION The development and the utilization of instructional materials for language
learning need to be relevant and well-focused. In so doing, these materials
need to be assessed and evaluated anchored on certain principles for
materials development.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Evaluate instructional materials based on the criteria set.
III. COURSE CONTENT MATERIALS EVALUATION

LEARNING EXPERIENCES
The following inputs embody the value of evaluating instructional materials. Mindful of their role in
language learning, then their form and substance should likewise be given' due attention:
"Materials evaluation is the activity which measures the value of a set of learning materials by
making judgments about the effect of the materials 0 the people using them including its measure and
appeal to the learners; material validity/flexibility; materials ability to interest the learners; materials
potential learning value; delivery & assessment." (Tomlinson and Masura ,2004)
"Materials development is a procedure that involves measuring the value (or potential value) of a set
of learning materials. It involves making judgment about the effect of the materials on the people
using them like the appeal credibility, validity, reliability and flexibility of materials to learners,
teachers an administrators ." (Dick and Johnson, 2002)
"Materials need to be flexible enough to cater to individual and context differences. In order to use
instructional materials and aid more effectively, they must make learning more real and meaningful."
(Amadioha, 2009)
"When evaluating the quality of a textbook's exercises or activities, there has to be considerations on
their contribution to language acquisition, balance format and varying and challenging
exercises."(Garnier, 2002)
"Clarity of instructions is a useful starting point in materials evaluation often teachers' books give
supporting grammar advice but the real working materials lie in students' instructions hence activities
need to be understandable, achievable and culturally acceptable ." (Ganpatsingh, 2016)
"Evaluation is essential in obtaining data in order to revise instruction make it more efficient and
effective. This includes enhancement/revision of instructional materials, to make them as effective as
possible. These ideas give a clearer picture on the need to assess instructional materials. "(Dick and
Carey, 1985)

Evaluating an instructional material is as important as its development. Since language teaching and learning
is a complex process as it basically entails teachers' background and preparation, sensitivity and
responsiveness to students' varying needs, the added responsibility of examining an instructional material is
integral. More than the preparation and utilization of the instructional materials, the evaluation phase is
considered critical as •this involves gathering feedback both from students and teachers. These would serve as
potent input for improvement. Thus, regular review and evaluation are necessary these lead to making the
teaching and learning better every single year.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 6

With the desire to develop students' critical and creative thinking skills; the following are added tips in
evaluating instructional. materials for language learning:
ALIGNMENT OF PURPOSE
See to it that the materials intended for use are aligned to the learning outcomes.
CAPACITY OF THE LEARNERS
Make sure that the learning materials do not bore the students with advanced knowledge
and skills and frustrate those who with lesser capability to perform. In other words, the
material should embrace the idea of inclusivity as it is beneficial to the entire group of
students.
LOCALIZATION AND CONTEXTUALIZATION
A meaningful learning experience happens when materials are familiar to the students
and when experiences are authentic. Once customs and traditions are taken into
consideration, students value their culture. In effect they will be conscious of preserving
and promoting their culture.
PHYSICAL APPEARANCE OF THE INSTRUCTIONAL MATERIAL
Provide sufficient but attractive graphics that can capture the interest of the students. The
content, style and structure should be considered to ensure continuance of engagement,
Further, examine its durability. For practical reasons, these materials maybe enhanced for
future use.
CHALLENGE FOR LIFELONG LEARNING
In the advent of the Fourth Industrial Revolution (IR4.0), technology driven learning
engagement is at the forefront. Every teacher needs to be proactive in accepting this
challenge. Therefore, an instructional material should likewise contain challenging
activities that guide the students in the development of their critical and creative thinking
skills may they be on paper or on technology. The utilization of a management learning
system in teaching-learning activities is encouraged.
It is therefore helpful that instructional materials be regularly evaluated with the collaboration among the
teachers as this engenders improvement of the instructional delivery.
***END***

A. ASSESSMENT
Given a song, a story, a poem, or a blog/vlog as springboard to attain a language learning
competency in junior high, what evaluation criteria would you consider before its utilization? Justify
your responses.

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 7

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800
MIDTERM COVERAGE
MODULE NO. 4
I. INTRODUCTION Education in the 21st Century is highlighted by the judicious use o
technology in teaching and learning. In the area of language learning where
student are expected to demonstrate effective communication, the use of
learning resources including ICT, shall be made relevant and sustainable.
Relevance in education is actualized when activities cater to the learning
needs of students-where majority o whom are technology savvy.
II. LEARNING At the end of this module, the students should be able to:
OUTCOMES a. Demonstrate the ability to adapt purposeful instructional materials.
III. COURSE CONTENT ADAPTATION OF INSTRUCTIONAL MATERIALS

LEARNING EXPERIENCES
The adaptation of learning materials denotes the process of modification of the original composition of
the material to suit to the context of the intended learners. Stanford History Education supports that adaptation
is modifying primary source documents so that all students can read and analyze them in their classrooms.
This ushers alignment of the learning outcomes, learning content, learning activities and assessment
optimizing appropriacy and relevance.
These learning materials in order to be meaningful, offer both the opportunities and challenges for the
students to communicate in various contexts. It is paramount that these activities vary with consideration of
the students' level of interest. Hence, adapting appropriate instructional materials for language learning takes a
rigorous process. This entails ample knowledge of the students, the materials to be utilized, the teaching
methods and the evaluation measures. Once these are considered, their preparation for presentation and
facilitation with the students is paramount.
"Effective adaptation is a matter of achieving congruence, among several related variables like the teaching
materials, methodologies, students, course objectives, the target language and its content as well as the
teacher's own personality and teaching style." (McDonough and Shaw, 2003)
"Adaptation is one or more of a number of techniques: supplementing, editing, expanding, personalizing,
simplifying, modernizing, localizing, o modifying cultural/situational content." (Madsen and Bowen as cited
in McGrath, 2002)
To adapt an instructional material is a scholarly endeavor. Your adeptness in the selection of the said
material involves careful planning. Amid the myriad of instructional materials for language learning, you need
to consider vital considerations before coming up with the decision to adapt the materials.
The following may hopefully guide you when you adapt an instructional material:
CHOOSE A RENOWNED AND CREDIBLE AUTHOR.
A lot of authors contribute similar and differing ideas on that adaptation of instructional materials. Read
their credentials and give preference to those acclaimed experts.
ASK PERMISSION FROM THE AUTHOR OF THE CHOSEN INSTRUCTIONAL MATERIAL OR
SIMPLY ACKNOWLEDGE HIM/HER IN THE ADAPTED MATERIAL.
Once a permission from the author is secured, you have the authority to adapt or use his/her material. If
this is not feasible, acknowledgement of the author will suffice.
MODIFY CERTAIN IDEAS TO SUIT TO YOUR PURPOSE AND CONTEXT.
Examine the suitability/alignment of the material to the desired purpose and to the group of students,
then feel free to make modifications.

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 8

VALIDATE THE MATERIAL BY EXPERTS OF THE FIELD.
Make sure that the adapted material is reviewed by content experts. They have ample knowledge about
the validity and reliability of its content.
Remember, when you adapt a material, consider your preparation and readiness to utilize the material
for a learning engagement. Anticipate scenarios when students challenge your competence. Be prepared
for this.
***END***

A. ASSESSMENT
Cite 2 instances when you need o adapt an instructional material for language learning and
those instances that you don’t need to.

1.___________________________________________________________________

2. ___________________________________________________________________

B. Reference:

De Leon, E., et at (2021): Language Learning Materials Development

DEVELOPED BY: JENNIFER B. ABELLANIDA, LPT 9