1.1 The purpuse of the article
consist of offering a global view
about the practice in materials
1.1.1 Connection with the wider social and historical
context in which occurs. In other words, how the
process has to some extent similarly a relation to
social developments, beyond the classroom.
Social phenomena = Materials production.
22.214.171.124 Materials are "Cultural Artefacts"
126.96.36.199 Materials are "Propositions" for action
in the classroom called 'workplans'.
188.8.131.52 Critical view about language teaching has both a
political and an ideological significnce
2 ELT Materials: The 1950s to the 1980s
2.1 The point of view is taken from a PARTIAL and
SUBJECTIVE manner, taking into account Britain and
North America are the sources of innovation in ELT
methodology and therefore, are essential in the analysis.
2.1.1 The 1950s/ 1960s and the Cold War.
184.108.40.206 Thanks to the major crisis of
confidence in USA, foreign language
teaching came to take on a particular
Advances like "The space race" provoked in USA a crisis of confidence. The failing was identified in the ability of American scientists to keep up with technological developments around the world.
220.127.116.11 Behaviorism was very much
dominant force in psychology and
learning theory. Also, into
language teaching materials.
2.1.2 The late 1960s to the late 1970s.
18.104.22.168 This period was characterized by the
emergence of numerous "fringe" and
A example of this, Moskowitz´s "Caring and sharing into Foreign Language Class" which offered a blending of language aims with humanistic aims.
22.214.171.124 Aspects such as Self- access work
and new methologies on Language
Acquisition Theory were worked.
Self- study materials and teacherless language learning often carried out in ex-language laboratories.
Whitin the methodologies is Krashen's Input Hypothesis.
2.1.3 The 1970s to the mid 1980s.
126.96.36.199 This period was characterized by
individuals' linguistic wants and
needs. "Special purposes".
Based on the recognition that learners have their own uniques ways of approaching language study: Style and strategies.
188.8.131.52 Recognition of culture in order to
rethink of what English Language
Teaching should be about " CLT
CLT championed not the way language should be but rather how ordinary people use it. Fuctions and notions replaced grammar rules.
3 New perspectives on materials design: The mid 1980s
3.1 The nature of contemporary language teaching
materials is influenced by TWO CONCEPTS of
184.108.40.206 Standardisation of teacher training.
220.127.116.11.1 Fixed sequence, repeated across units, routinized plans,
Language Presentation: Grammar practice, vocabulary, reading, speaking and writing activities, interspersed with review exercises.
3.1.2 Neo- Liberalism
18.104.22.168 The primacy of the "market" which
suggests the commodification of
Forces of standardisation and centralisation.
22.214.171.124 Proliferation of language examinations is the
way how is shaping language teaching
"Common European Framework" provides the kind of atomisation that the neoliberalist logic requires.
4.1 The wider social context has a great
influence on the design of English
4.2 Standardisation of material design,
particularly evident from the way in which
materials are increasingly at scripting the
interaction between teacher and learner.
4.3 Posibilities of experimentation, innovation
and the rethinking of what language
teaching may be, it is very important in the