Language teaching materials and the (very) big picture. Andrew Littlejohn

Paola Valderrama
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Materials Development Mind Map on Language teaching materials and the (very) big picture. Andrew Littlejohn, created by Paola Valderrama on 02/18/2014.

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Paola Valderrama
Created by Paola Valderrama over 5 years ago
LTM and the very big picture
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Language teaching materials and the (very) big picture. Andrew Littlejohn
1 Introduction
1.1 The purpose of this article is to retrace the development of materials for language teaching and how the development of materials has to some extent similarly been a reflex action to social developments which occur far, far beyond the classroom.
1.1.1 "Materials are cultural artefacts", Littlejohn (2013)
1.1.2 "Materials are propositions for action in the classroom (workplans)", Breen (1987).
2 ELT materials: From the 1950s to the 1980s
2.1 The 1950s/60s and the Cold War
2.1.1 The languages teaching was originated from the "Cold War" because the struggle to maintain scientific and technological power between the United States and the Soviet Union, forced United States to solve the major failing that was identified in the ability of American scientists to keep up with technological developments in other parts of the world, and so foreign language teaching came to take on the particular priority.
2.1.1.1 Then, the 1958 National Defense (Foreign Language) act was swiftly ushered in, providing massive funds for the development of language programmes that consisted of the scientific approach of mim-mem exercises, language laboratories, pattern-practice drills and atomised samples of language and often repeated to exhaustion, an efficient methodology required by the zeitgeist.
2.2 The late 1960s to the late 1970s
2.2.1 For many Western governments, the late 1960s was marked by a seismic shift in relations with their populations, evidenced by turbulence and rebellion, with major demon-strations and occupations taking place in France, Italy, the UK, the USA and elsewhere. Culturally, the era was marked by a shift towards alternative ways of doing things and also was characterised by the emergence of numerous ‘fringe,’ humanistic methodologies which became teaching languages ​​in a humanistic approach.
2.2.1.1 But it was not only in respect of humanistic approaches that the urge towards an alternative was found. The notion of ‘doing your own thing’ and DIY quickly found echoes in another major development in language pedagogy in this time – self-access work, featuring self-study materials and teacherless language learning, often carried out in ex-language laboratories now stripped of their hutch-like partitions, so that pairs of learners could work on the same material.
2.3 The 1970s to the mid 1980s
2.3.1 In this period the development of exhaustive tools for the specification of an individual’s particular needs through models such as those proposed by Munby (1981) and the continued development of ‘Special Purposes’ as a distinct branch of syllabus design.
2.3.1.1 Also in this period arises the recognition that learners have their own unique ways of approaching language study, that is, their own styles and strategies and the recognition of cultures, gave birth to an entire rethink of what English language teaching should be about: the Communicative Language Teaching movement.
3 New imperatives on materials design: the mid 1980s onwards
3.1 Why are ELT materials the way they are?
3.1.1 McDonaldization
3.1.1.1 Clearly the process of McDonaldization in the standardization of teacher training that easily can be seen reflected in the Cambridge CELTA courses and UK PGCE course where, for example, teacher reflection has apparently reduced to routine exercises lacking face validity and certainly there is considerable evidence that we are moving toward the creation of increasingly standardized materials.
3.1.2 Neo-liberalism
3.1.2.1 The concept of neo-liberalism relates to a much broader analysis of the social context in which language teaching takes place, that of the nature of society as a whole. For example, ‘celebrity’ now permeates much UK published materials (a marked change, he notes, from materials produced in the 1970s and earlier), as an indication of how neo-liberalist ideologies can underpin the selection of content. It is not difficult to see how these forces are now clearly present in language teaching, and thus directly impact language teaching materials.
4 Conclusion
4.1 The influence of the wider social context on the design of English language teaching materials has generally been one of inspiration, that is, the zeitgeist provided the intellectual backdrop which generated new images in language teaching, most notably seen in the experimental ideas of the late 1960s and 1970s.
4.1.1 The design of materials for teaching English though highly influenced by the society that tries to convey through this, the culture of a particular country, it is necessary and it is important for a person who is in the process of learning a second language.

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