STATE OF ART MATERIALS

1. 1.1 Such as:
   1. 1.2 Could be:
      1. 1.3 As practical actvity:
         1. Production
         2. Evaluation
            1. adaptation
      2. informative
      3. Instructional
      4. Expariential

1. Cunningsworth (1984)
   1. Madsen & Bowen (1978)
      1. Swales (1980)
         1. Grants (1987)
            1. Tomlinson & Masuhara (2004)

1. Tucker (1975) Four component scheme
   1. Davidson (1976) five category textbooks
      1. Skierso (1991) checklist textbooks

1. The EFFECT of topics
   1. Excesive caution
      1. Unengaging blandness
         1. 1. Mainstream coursebook
               1. Stimulating AFFECTIVE ENGAGEMENT
            2. Negotiated syllabus
               1. Teacher & student suggestions
   2. Controversial topics
      1. Marital violence, drugs abuse
         1. Two part syllabus. Banegas (2011)

1. Personalise, localize, make meaningful experiences
   1. Materials= Engaging= supply learning style preferences.
      1. Whole brain learning
      2. Humanistic coursebook
      3. Community language learning
      4. Classroom as a jungle
      5. Paintings as texts
      6. Dimensional approaches
2. Not neutrality

1. Dissatisfaction by commercial publishers
   1. Innovatives projects as:
      1. Helping teachers to develop communicative task-based books
      2. Student and teacher needs and wants reflected on taboo topics
      3. Innovative experiential approach
         1. Text driven + discover+process approaches
      4. Humanistic materials guided to...
         1. stimulate textual identities

1. Reflection of writers's theories about:
   1. Language
   2. Language acquisition
      1. Few materials users are academics and researchers
         1. Little research into design and effects of materials
            1. Research-Materials Development
               1. Investments time-money

Attachments:

• Humanising coursebook

1. ELT globalized process
   1. Western capitalist and materialist values

      Attachments:

      • Humanising coursebook
      • /flashcard/560527/untitled
   2. English as linguistic capital
   3. Anglogobalisation Ferguson (2008)
   4. Counter-hegemonic discourse
      1. Coursebook
         1. Declared agenda
            1. Zoo-like environment
               1. However teachers and learners are more critical
                  1. THE KEY
                     1. Teachers and language courses focused on:
                        1. developing constructive critically

1. The use of new technology
   1. Dangers of excesive reliance on electronic delivery
      1. CALL
         1. Facilitate learning (Reindeer and white 2011)
      2. Resource for freeing teachers & learners
         1. Multitasking impair reflective modes of thinking

1. 4.2 Congruence among: Materials - Learner - target language - teacher
2. 4.1 Nunan propose:
   1. Interaction

1. Current situation
   1. Teachers more critical about
      1. COURSEBOOKS
      2. LEARNERS
2. FUTURE
   1. Materials delievered electronically
   2. More countries developing...
      1. locally appropiate materials

1. 5.1 How writers write
   1. Cloning succesful publications and spontaneous "inspiration.
   2. Developing a principled framework or criteria rather than prior planning.
      1. It's important: To approach to materials writing in an ongoing evaluation.
      2. criteria to the target language context.
2. 5.2 Principled development of materials
   1. How do we think people learn languages?
   2. Some writers' suggesstions are:
      1. -The principles should underpin everything we do in planning and writing our materials.
         1. -To meet the practical needs of teachers and learners and match the realities of publishing materials.
            1. -Practical and dynamic framework.
               1. -Creative and experiential approaches to writing materials and ways of humanising the course

                  Attachments:

                  • /flashcard/588329/untitled
                  • Humanising coursebook
3. 5.3 Practical guidance to writers.
   1. There are few publications
      1. However, exist some authors who did it and do it, such as:
         1. Byrd, Numan, Johnson, Spiro, among others.
         2. "Folio" has been publishin articles since 1993.

1. Some research projects suggest that:
   1. The actual use of materials depend on the different teachers' pedagocgical needs and goals.
      1. materials adaptation and/or censorship.
   2. - experience= + book + experience= more selective materials.

1. 7.1 The value of textbooks
   1. Proponents argue:
      1. Cost effective way, security system, progress and revision.
   2. Opponents argue
      1. Books can disempower teacher and learners, cannot cater needs and wants.
2. 7.2 The need for published materials.
   1. Published materials---> home-made materials.
      1. To achieve dreater relevance and engagement.
         1. Giving other approach such as:
            1. The methodology is conversation-driven rather thanmaterials-driven
3. 7.3 Pedagogic approaches
   1. Changes in the methodologies and pedagogies.
      1. Communicative approach and natural approaches.
         1. Experiential approaches using language learning materails
      2. The use of PPP approaches
4. 7.4 Authencity of texts and tasks
   1. Provide meaningful learning exposure, develop communicative competences and attitude