Karteikarten

FLASHCARDS Language Teaching Materials

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1Language teaching materials
2LTM are cultural artefacts, no less rooted in a particular time and culture than any other instance of human activity, and, as such, are shaped by the context in which they occurELT materials: the 1950s to the 1980s
- 1950's a period reflecting the birth of modern day language teaching
- New imperatives on materials design: the mid 1980s onwards
3—1950's
The 1950s/60s and the Cold War
4The 1958 National Defense (Foreign Language) Act was swiftly ushered in, providing massive funds for the development of language programmes.The late 1960s to the late 1970s
Humanistic methodologies.
“Memory, Meaning and Method,” which featured methodologies such as Gattegno’s Silent Way and Lozanov’s Suggestopaedia
5The 1970s to the mid 1980s ndividual’s particular needs through models such as those proposed by Munby (1981) .‘Special Purposes’ as a distinct branch of syllabus designNew imperatives on materials design: the mid 1980s onwards
6neo liberalismrelates to a much broader analysis of the
social context in which language teaching takes place, that of the nature of society as a whole.. the commodification of language knowledge is showing extensive development is in the area of language certification, e.g. Cambridge University
7McDonaldizationMaterials are routinely packaged into ‘chunks’ of two-page workplans often known as ‘units,’ ‘modules,’ ‘blocks,’ ‘themes’. ‘warm up’ activities may be routinely followed by some reading
8which may be followed by grammar work, which may give way to written practice, before ending with some ‘freer work’ (the traditional PPP model)
9imperatives on materials design: the mid 1980s onwardsThe real danger we are facing is that centrally determined decisions, far removed from the teachers and learners concerned, will attempt to impose a uniformity on what happens in classrooms
10Materials Develpment contributes to our classrooms' peace