STATE OF ART MATERIALS

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Mind Map by iceberg-blue, updated more than 1 year ago
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Mind Map on STATE OF ART MATERIALS, created by iceberg-blue on 02/27/2014.

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STATE OF ART MATERIALS
1 1. Facilitate language learning
1.1 1.1 Such as:
1.1.1 1.2 Could be:
1.1.1.1 1.3 As practical actvity:
1.1.1.1.1 Production
1.1.1.1.2 Evaluation
1.1.1.1.2.1 adaptation
1.1.1.2 informative
1.1.1.3 Instructional
1.1.1.4 Expariential
2 2. history of M. Development
2.1 Cunningsworth (1984)
2.1.1 Madsen & Bowen (1978)
2.1.1.1 Swales (1980)
2.1.1.1.1 Grants (1987)
2.1.1.1.1.1 Tomlinson & Masuhara (2004)
3 3. Evaluation
3.1 Tucker (1975) Four component scheme
3.1.1 Davidson (1976) five category textbooks
3.1.1.1 Skierso (1991) checklist textbooks
4 7.5 Acceptability
4.1 The EFFECT of topics
4.1.1 Excesive caution
4.1.1.1 Unengaging blandness
4.1.1.1.1
4.1.1.1.1.1 Mainstream coursebook
4.1.1.1.1.1.1 Stimulating AFFECTIVE ENGAGEMENT
4.1.1.1.1.2 Negotiated syllabus
4.1.1.1.1.2.1 Teacher & student suggestions
4.1.1.1.1.2.1.1
4.1.2 Controversial topics
4.1.2.1 Marital violence, drugs abuse
4.1.2.1.1 Two part syllabus. Banegas (2011)
5 7.6 Humanising materials
5.1 Personalise, localize, make meaningful experiences
5.1.1 Materials= Engaging= supply learning style preferences.
5.1.1.1 Whole brain learning
5.1.1.2 Humanistic coursebook
5.1.1.3 Community language learning
5.1.1.4 Classroom as a jungle
5.1.1.5 Paintings as texts
5.1.1.6 Dimensional approaches
5.2 Not neutrality
6 8. Materials Development projects
6.1 Dissatisfaction by commercial publishers
6.1.1 Innovatives projects as:
6.1.1.1 Helping teachers to develop communicative task-based books
6.1.1.2 Student and teacher needs and wants reflected on taboo topics
6.1.1.3 Innovative experiential approach
6.1.1.3.1 Text driven + discover+process approaches
6.1.1.4 Humanistic materials guided to...
6.1.1.4.1 stimulate textual identities
7 9. Research in materials
7.1 Reflection of writers's theories about:
7.1.1 Language
7.1.2 Language acquisition
7.1.2.1 Few materials users are academics and researchers
7.1.2.1.1 Little research into design and effects of materials
7.1.2.1.1.1 Research-Materials Development
7.1.2.1.1.1.1 Investments time-money
8 7.7 ideology in materials
8.1 ELT globalized process
8.1.1 Western capitalist and materialist values
8.1.2 English as linguistic capital
8.1.3 Anglogobalisation Ferguson (2008)
8.1.4 Counter-hegemonic discourse
8.1.4.1 Coursebook
8.1.4.1.1 Declared agenda
8.1.4.1.1.1 Zoo-like environment
8.1.4.1.1.1.1 However teachers and learners are more critical
8.1.4.1.1.1.1.1 THE KEY
8.1.4.1.1.1.1.1.1 Teachers and language courses focused on:
8.1.4.1.1.1.1.1.1.1 developing constructive critically
9 7.8 The roles of new technologies
9.1 The use of new technology
9.1.1 Dangers of excesive reliance on electronic delivery
9.1.1.1 CALL
9.1.1.1.1 Facilitate learning (Reindeer and white 2011)
9.1.1.2 Resource for freeing teachers & learners
9.1.1.2.1 Multitasking impair reflective modes of thinking
10 4. Adaptation
10.1 4.2 Congruence among: Materials - Learner - target language - teacher
10.2 4.1 Nunan propose:
10.2.1 Interaction
11 10. Conclusion
11.1 Current situation
11.1.1 Teachers more critical about
11.1.1.1 COURSEBOOKS
11.1.1.2 LEARNERS
11.2 FUTURE
11.2.1 Materials delievered electronically
11.2.2 More countries developing...
11.2.2.1 locally appropiate materials
12 5. Materials productions
12.1 5.1 How writers write
12.1.1 Cloning succesful publications and spontaneous "inspiration.
12.1.2 Developing a principled framework or criteria rather than prior planning.
12.1.2.1 It's important: To approach to materials writing in an ongoing evaluation.
12.1.2.2 criteria to the target language context.
12.2 5.2 Principled development of materials
12.2.1 How do we think people learn languages?
12.2.2 Some writers' suggesstions are:
12.2.2.1 -The principles should underpin everything we do in planning and writing our materials.
12.2.2.1.1 -To meet the practical needs of teachers and learners and match the realities of publishing materials.
12.2.2.1.1.1 -Practical and dynamic framework.
12.2.2.1.1.1.1 -Creative and experiential approaches to writing materials and ways of humanising the course

Attachments:

12.3 5.3 Practical guidance to writers.
12.3.1 There are few publications
12.3.1.1 However, exist some authors who did it and do it, such as:
12.3.1.1.1 Byrd, Numan, Johnson, Spiro, among others.
12.3.1.1.2 "Folio" has been publishin articles since 1993.
13 6.Materials exploitation
13.1 Some research projects suggest that:
13.1.1 The actual use of materials depend on the different teachers' pedagocgical needs and goals.
13.1.1.1 materials adaptation and/or censorship.
13.1.2 - experience= + book + experience= more selective materials.
14 7.Issues in materials development.
14.1 7.1 The value of textbooks
14.1.1 Proponents argue:
14.1.1.1 Cost effective way, security system, progress and revision.
14.1.2 Opponents argue
14.1.2.1 Books can disempower teacher and learners, cannot cater needs and wants.
14.2 7.2 The need for published materials.
14.2.1 Published materials---> home-made materials.
14.2.1.1 To achieve dreater relevance and engagement.
14.2.1.1.1 Giving other approach such as:
14.2.1.1.1.1 The methodology is conversation-driven rather thanmaterials-driven
14.3 7.3 Pedagogic approaches
14.3.1 Changes in the methodologies and pedagogies.
14.3.1.1 Communicative approach and natural approaches.
14.3.1.1.1 Experiential approaches using language learning materails
14.3.1.2 The use of PPP approaches
14.3.1.2.1
14.4 7.4 Authencity of texts and tasks
14.4.1 Provide meaningful learning exposure, develop communicative competences and attitude
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