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1State of Art Materials DevelopmentAll written material, excluding non-print resources, which convey planned course information. Examples of printed resources include, but are not limited to: textbooks, workbooks, reference books, magazines, newspaper, journals.
21946-1957Due to the Cold War (USA v.s Russia)
borns the necesity to teach foreign languages to obtain information from the enemy.
31958The National Defense (Foreign language) Act providing massive funds for the development of language programmes. English pattern practice.
Lado & Fries.
41960'sThe emergence of numerous "fringe", humanistic methodolgies.
51978Suggestopedia by Lozanov. Caring and Sharing in the foreign language class by Moskowitz, humanistic aims.
6Goldthorpe 1963- 1987Working class populations of the developed economies were said to be taking on the individualist mindset of the middle classes.
71970'sEnglish language teaching based on the Communicative Language Teaching movement.
8Davison (1976)proposed a five-category scheme for the
evaluation and selection of textbooks
9Madsen & Bowen (1978)focus on adaptation. It made the
important point that good teachers are always adapting the materials they are using to the
context in which they are using them in order to achieve the optimal congruence between
materials, methodology, learners, objectives, the target language and the teacher’s personality
and teaching style
101989Materials Development; learner training. A well-known examples of this is Ellis and Sinclair´s "Learning to learn English"
11Block (2012)Evidences a use of the PPP model that creates a routine interaction between the teacher and the student.
12McGrath (2002)Teachers may select
the material that will be used unchanged, reject either completely or partially sections of the material, add extensions or further exploitation of the existing materials and replace components of the materials.
13Saraceni (2003)advocates providing the learners with an important role in adapting the materials they are using. In order to involve learners in the process, she proposes that materials should actually be written with learner adaptation in mind, aiming to be learner-centred, flexible, open-ended, relevant, universal and authentic, and giving choices to learners.
14Tomlinson (2003)goes on to advocate a humanistic coursebook which engages affectthrough personalised activities and which provides imaging, inner voice, kinaesthetic andprocess activities.
15Tomlinson & Masuhara (2004)proposed the following questions for evaluating criteria:
a) Is each question an evaluation question?
b) Does each question only ask one question?
c) Is each question answerable?
d) Is each question free of dogma?
e) Is each question reliable in the sense that other evaluators would interpret it in the same
way
16Willis & Willis (2007)have advocated task-driven approaches in which the learners’ target is
task completion and the teacher’s objective is language development.
17Tomlinson (2008)starts with a chapter on
language acquisition and language-learning materials and then focuses on research evaluating
the potential effects of language-learning materials in each major area of the world.
18Harwood (2010)discusses in detail the issues involved in
matching materials with the TESOL Curriculum and in the content analysis of materials. He also provides an overview of recent accounts by writers of ‘the design process
19Tomlinson (2011)relates commonly agreed principles of SLA to the development of language-learning materials. It also contains updated versions of most of the original chapters, many now more concerned with principles than they were previously.
20Maley (2011)points out how technology can
be used as a resource ‘for the freeing of teachers and learners alike from the constraints of the coursebook’ and for providing flexible access to unlimited information resources’. However, he also points out that change is so rapid that the resources are bound to be ephemeral, that there is a danger of ‘total capitulation to technology’
21Gray (2012)Celebrities permeates published materials The commodification of education has led to the sale of knowledge to potential students in order to obtain a diploma
22Jolly & Bolitho (2012)advocate a principled, practical and dynamic framework for materials development. Teachers’ books
accompanying coursebooks also often express a rationale for their materials.
23Presented byLaura Camila Valbuena Ruiz
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