LTM (very) big picture

andre9413
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Mind Map on LTM (very) big picture, created by andre9413 on 02/18/2014.

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andre9413
Created by andre9413 over 5 years ago
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LTM (very) big picture
1 Introduction
1.1 The purpuse of the article consist of offering a global view about the practice in materials design.
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.

Annotations:

  • Social phenomena = Materials production.
1.1.1.1 Materials are "Cultural Artefacts"
1.1.1.2 Materials are "Propositions" for action in the classroom called 'workplans'.
1.1.1.3 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.
2.1.1.1 Thanks to the major crisis of confidence in USA, foreign language teaching came to take on a particular priority.

Annotations:

  • 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.
2.1.1.2 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.
2.1.2.1 This period was characterized by the emergence of numerous "fringe" and humanistic methodologies.

Annotations:

  • A example of this, Moskowitz´s "Caring and sharing into Foreign Language Class" which offered a blending of language aims with humanistic aims.
2.1.2.2 Aspects such as Self- access work and new methologies on Language Acquisition Theory were worked.

Annotations:

  • 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.
2.1.3.1 This period was characterized by individuals' linguistic wants and needs. "Special purposes".

Annotations:

  • Based on the recognition that learners have their own uniques ways of approaching language study: Style and strategies.
2.1.3.2 Recognition of culture in order to rethink of what English Language Teaching should be about " CLT movement"

Annotations:

  • 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 Onwards
3.1 The nature of contemporary language teaching materials is influenced by TWO CONCEPTS of social context.
3.1.1 MCDonaldization
3.1.1.1 Standardisation of teacher training.
3.1.1.1.1 Fixed sequence, repeated across units, routinized plans, globally prescribed.

Annotations:

  • Language Presentation: Grammar practice, vocabulary, reading, speaking and writing activities, interspersed with review exercises.
3.1.2 Neo- Liberalism
3.1.2.1 The primacy of the "market" which suggests the commodification of language knowledge.

Annotations:

  • Forces of standardisation and centralisation.
3.1.2.2 Proliferation of language examinations is the way how is shaping language teaching materials.

Annotations:

  • "Common European Framework" provides the kind of atomisation that  the neoliberalist logic requires.
4 Conclusion
4.1 The wider social context has a great influence on the design of English Language Materials.
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 process.

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