Materials Development in Language Teaching - Literature review Example

This paper is about a course book, in general, and its first unit, in particular that is designed for a specific group of Saudi Arabian ESL learners. For purpose of clarity in explaining about this/these instructional material(s), Jolly & Bolitho’s (1998) framework of designing teaching materials will be use as structure for the subsequent elaboration. According to him, designing a teaching material goes through the following steps: identification of need for materials, exploration of need, contextual realization of materials, pedagogical realization of materials, production of materials, student use of materials, evaluation of materials against agreed objectives (Jolly & Bolitho 1998, pp. 97-98). The need for the material While there is undeniably a lot of available instructional materials for ESL teaching and learning, it is without doubt advisable that teachers design their own instructional materials. This is accounted for by the fact that teacher-designed materials hold some advantage over other teaching materials. A teacher-designed material is better contextualized. It is better able to serve the individual needs of learners. It adds personal touch to teaching – which most of the students appreciate. And, it is relevant – at least, insofar as timeliness is concerned. Indeed, a teacher-designed material is not a “one-size fits all” intervention (see Howard & Major [n.d.], pp. 101-102). Now, the course book that this paper is all about is meant to answer a particular need to develop the language skills of the students and at the same time effect human formation on them. This is inspired by the notion that education is not meant to mould only the intellect of the students but also the moral and social dimensions of their being-and-existence. Education is not about filling up the students’ minds with just facts and figures, which they would parrot out orally or in writing in order to pass an examination; but, it is about preparing the students for their eventual life in human societies. Or, more concretely, as in the case of the ESL learners, education is not only about imparting to the students a better command of English language, but also about teaching them how to be better persons (who happen to speak English). The course book, then, is designed to focus on four (4) essential goal areas for secondary school students. These goal areas are character, communication, community and career. Lexically, character is the complex mental and ethical traits marking a person or forming the individual nature of a person. It also means moral or ethical qualities, particularly of honesty, courge, integrity and the like (see Character [n.d.]). It is said to be basis of one’s response to every life circumstance. Communication, as the ability to pass on and receive information, is very crucial in interpersonal relations in any and all life situations. It is important in business or professional practice, as it is important in family and personal circumstances. Put differently, communication is prerequisite to success in living within human communities. And, social beings that we are, we cannot live outside human community. The lexical meaning of community, in fact, extends to occupational groups (see Community [n.d.]) – within which one starts and sustains his/her career advancement. As the students are made to square off with these four (4) goal areas, the course book attempts to simultaneously hone their language skills – e.g., effective communication skills, proficient reading skills, critical thinking skills and knowledge and understanding of basic life skills – among others. The focused goal areas and the skills that the course book attempts to whet are important in learning life skills at school. These are supposed to form the students into becoming successful persons in the future. For, subsequently, all students would come to make decisions and solve problems in their lives. That is, they would set their personal goals in life. They would decide on their resources. They would face constraints. They are expected to generate alternative options in life. They would anticipate impacts of their decisions and their life situations. And, they would evaluate results of their every decisions and actions. And, with all these subsequent actions in life, students are expected to gain some degree of competitive edge over others (who do not have these skills). The contextual and pedagogical realization of the material Consisting of four (4) core units and two (2) review units, the course book is meant for four (4) months of classroom use. It provides for fifty (50) minutes of daily lessons. Now, this paper is exclusive to the specific material – entitled “Character Counts” – that comprises the first unit of the course book. Delving on the goal area of character, the first unit – as well as the three other units – consists of eight (8) lessons that are touching on the four (4) major language skills of reading, acquiescence to grammatical or syntactical rules, listening and speaking, and writing. The first lesson features a discussion that introduces the topic and the vocabulary words for the unit. It provides for variety of activities. The second lesson is on vocabulary building strategy, which is presented in a contextualized manner. It needs to be stated in here that in this unit, vocabulary words – which are already introduced in the first lesson – are going to be used all throughout. The second and the third lessons are for reading skills. These lessons elaborate on the topic and teach the students reading strategy. The reading selections that are provided in these lessons are preceded by pre-reading and followed by post-reading exercises. The fifth lesson is on grammar and translation. Grammar, in this particular case, is functional-based and is made to follow the same content theme of the unit. It is presented in context, and is served by different types of communication activities. Translation is presented to throw light on the unit about grammar. Specifically, the students are expected to demonstrate their understanding of the nature of language through comparisons of the target language (English, in this instance) and the students’ mother tongue (Arabic). Listening and speaking skills are functional in nature. These skills are the focus of the sixth lesson. Students, in this lesson, are presented with theme-related dialogues. Speaking activities are used as post-listening activities. And, these are intended to give the students a chance for more language practice and development. And, in lessons seven and eight, the focus is on developing the students’ writing skills. In here, they are taught different techniques to help students come up with ideas and develop their critical thinking skills. They are allowed to express their ideas and feelings freely. They are taught how to draft their pieces – which is already an instance of actual writing. They are also guided to guide through reviewing and editing their drafts, and writing the final version of their writing piece. The lessons also provide for peer revision. As these lessons on language or communication skills are presented, it is noticeable that the entire discussion by the unit on character is made to conform to the respective context of the students, who happen to be believers of Islamic religion. Particularly, character – a concept that is equivocally understood – is presented from Islamic perspective. Of course, education in Saudi Arabia has never been separated from its religious roots – that is, curriculum is made to conform to, among others, the Qur’an (see Saudi Arabia – Education [n.d.]; MOE 2004). The pillars of character, according to Muslim beliefs, are made as backdrop of discussion; and, there is a mention about Prophet Mohamed is being an exemplar of human character. In all these, the materials are made proximate to the experiences and realities of the learners (see Howard & Major [n.d.], pp. 104) – which is very crucial in the same sense of Jolly & Bolitho’s (1998) “socio-cultural appropriacy” (pp. 111). It does not only make the learning by students enjoyable, but it is also a way of building on what the learners already know (Howard & Major [n.d.], pp. 104). For Muslim believers, too, the concept of character as presented through the optic of Islamic belief proves to be a subject matter that is close to their heart – thus, making it meaningful and purposeful. The subject matter would then be received by them as relevant and appropriate – which ensures personal engagement with the lesson and provides motivation for dipping much further into the materials (see Howard & Major [n.d.], pp. 105). The students who are to use the course book Having more or less assured of an engaged students with a lesson that is close to them, the question whether the course material is appropriate to the level of the students who are going to use it may be raised. The course book is intended for the use of third (3rd) year secondary students in Saudi Arabia, whose ESL level according to Common European Framework of Reference (CEFR) is B2. Called Vantage Level, B2 level is the intermediate stage of (English) language proficiency. While B2 English speakers can already do office works such as clerical or secretarial staff or be employed in some industries, for instance in particular tourism, they still cannot be accepted by educational institutions for academic ventures (CEFR Level B2 [n.d.]). At least, according to CEFR (n.d.), those who are at this level are expected to be confident in handling the main structures of the language, have a wide range of vocabulary and are conversant in variety of social situations. As they read, they are able to pick out not only factual information as they are also able to distinguish between main and peripheral points and separate the general topic of text from its specific details. Likewise, they are able to write various types of documents that show their ability to either develop an argument or recount an event or experience. In oral conversation across different social situations, they show independence from fixed patterns of language and short utterances. They, too, can be polite and formal in their communication as they have a more or less better command of the language. Thus, the instructional material comprising the first unit of the course book provides different scenarios during which the students are going to be involved. They are asked to consult a lexicon to see for themselves the meaning of the word character (and some other words) – after which, they are prompted to engage in discussion by providing them with questions that draw from their Muslim beliefs. As this discussion is oral, they are expected to speak out their ideas with some degree of fluency and facility over the main structures of the language. The unit lesson similarly requires them to do some writing. For instance, they are asked to write they have come to know about their own character traits, or what they can and will improve on, and even inducing them to make a plan – following the SMART format – relative to their character traits. And, this plan that they would make is required to be explained or substantiated – which is a clear way of obliging them to put their thoughts into writing. A drill is provided, too, to widen their array of vocabulary. They are either supplied with words whose meanings they have to look up in the dictionary, or given meanings of which the respective terminologies they need to identify and provide. Making true its claim that this lesson would make the students learn basic life skill, the unit on “Character Counts” involves a sub-lesson on decision making skill. The lesson notably highlights a number of essential character trait(s) for decision making – such as realism. In addition, the lesson includes a material that succinctly prescribes five (5) steps of skilful decision making – i.e., what makes the decision necessary? What are the options? What are the likely consequences of each option? How important are the consequences? Which option is best in the light of the consequences? Now, these decision making steps are adjudged to be just within the level of not just the students’ language competence, but also within the level of their personal maturity (presupposing that since they are aged 18-20, they already have a more or less developed spine to stand on). And, hence, these steps would prove handy as they would need to decide in the future. References: CEFR level B2, [n.d.]. Available at: https://www.teachers.cambridgeesol.org/ts/exams/CEFR/B2 [Accessed 3 April 2010]. Character, [n.d.]. Available at: http://dictionary.reference.com/browse/character [Accessed 3 April 2010]. Community, [n.d.]. Available at: http://dictionary.reference.com/browse/community?o=100074 [Accessed 3 April 2010]. Howard, J. & Major, J., [n.d.]. Guidelines for designing effective English language teaching materials. Available at: http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf [Accessed 4 April 2010]. Jolly, D., & Bolitho, R. (1998). A framework for materials writing. In B. Tomlinson (Ed.), Materials development in language teaching. Cambridge: Cambridge University Press. Ministry of Education [MOE]. (2004). Education. Available at: http://www.moe.gov.sa/openshare/Englishcon/About-Saud/Education.htm_cvt.html [Accessed 5 April 2010]. Saudi Arabia – Education, [n.d.]. Available at: http://countrystudies.us/saudi-arabia/31.htm [Accessed 4 April, 2010]. Read More