METHODS IN HISTORY

• Grammar Translation Method

Based on Brown, 2001

• Series Method (Gouin)

• Direct Method

• The Audiolingual Method (ALM)

• “Designer” Methods

METHODS IN HISTORY Based on Brown, 2001

1850 1950

Search for methods 1963

ApproachMethod

Technique

Edward Anthony

Based on Brown, 2001

Grammar Translation Method

Series Method

Direct MethodThe Audiolingual Method (ALM) “Designer”

Methods

1.- Community Language Learning (CLL)2.- Suggestopedia3.- The Silent Way4.- Total Physical Response (TPR)5.- The Natural Approach

Methods in history

1850 1950 1970 2010

1970 1980 1990 2000 2010

MATERIALS DEVELOPMENT – BRIAN TOMLINSON

Language

Teaching

Materials

field of academic study practical undertakingprinciples

procedures

•Design

•Writing

•Implementati

on

•Evaluation

•Production

•Evaluation

•Adaptation

•Delivery

Taken from Tomlinson in Carter and Nunan, (2005) The Cambridge Guide to TESOL CUP

1970 1980 1990 2000 2010

FORM

FORMAT

Lingu

istic

Visua

l

Audit

ory

Kinae

stheti

c

In print

Live performance/ display

Cassette / CD

CD ROM

DVD

Internet

InstructionalExperiential

ElicitativeExploratory

informationexposurestimulusdiscoveries

monitored experience of the process of developing

materials

Professional

development

Professional development

Materials development – Brian Tomlinson

Taken from Tomlinson in Carter and Nunan, (2005) The Cambridge Guide to TESOL CUP

Understanding and application of theories

Do learners need a coursebook?

most convenient form

consistency continuation

sense of system

cohesion and progress

helps Ts to prepare

helps Ss to revise

Superficial and reductionist in:

Coverage

Experience

Imposes uniformity

Removes Ts power and initiative

Materials development – Brian Tomlinson

Taken from Tomlinson in Carter and Nunan, (2005) The Cambridge Guide to TESOL CUP

What do teachers believe about textbook use and textbook choice?

What sources feed teachers’ beliefs on these questions?

Visitador médico

Physician

Patient

Pharmacy

Model for Promotional Activity in the Pharmaceutical Industry

Laboratory promoters influence

professionals

By prescribing medicines,

professionals influence purchase

decisions

By believeing in prescriptions,

patients buy as directed.

Publisher

Teacher

Parent

Bookshop

Model for Promotional Activity in the ELT Publishing Industry

Fill in the blanks…

Fill in the blanks…

Fill in the blanks…

Importance Criterion

Objectives explicitly laid out in an introduction, and implemented in the material.Approach educationally and socially acceptable to target communityClear attractive layout; print easy to read.Appropriate visual materials availableInteresting topics and tasks.Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.Clear instructionsSystematic coverage of syllabus

Content clearly organized and graded (sequenced by difficulty).

Periodic review and test sections

Plenty of authentic language

Good pronunciation explanation and practiceGood vocabulary explanation and practiceGood grammar presentation and practice

Fluency practice in all four skills.Encourages learners to develop own learning strategies and to become independent in their learningAdequate guidance for the teacher; not too heavy preparation load.Audio cassettes/CDsReadily available locally.

Ur, Penny (1991). A Course in Language Teaching. Cambridge. Cambridge University Press. Pages 185 - 186

Penny Ur

Importance Criterion

Objectives explicitly laid out in an introduction, and implemented in the material.

Ur, Penny (1991). A Course in Language Teaching. Cambridge. Cambridge University Press. Pages 185 - 186

Penny Ur

Very important

Fairly important

?Not sure

X

X X

Not important

Totally unimportant

1 priceHow expensive is the textbook? Can the students afford it? Will they have to buy an accompanying workbook? Can they afford both? What about the teacher; can he or she pay for the teacher's book and tapes?

Area Questions to consider

Jeremy Harmer

2 availabilityIs the course available? Are all its components (students' book, teacher's book, workbook etc.) in the shops now? What about the next level (for the next term/semester)? Has it been published? Is it available? What about tapes, videos etc.?

3 layout and design

Is the book attractive? Does the teacher feel comfortable with it?Do the students like it? How user-friendly is the design? Does it get in the way ofwhat the book is trying to do or does it enhance it?

4 methodologyWhat kind of teaching and learning does the book promote? Can teachers and students build appropriate ESA sequences from it? Is there a good balance between Study and Activation?

5 skills

Does the book cover the four skills (reading, writing, listening and speaking) adequately? Is there a decent balance between the skills? Are there opportunities for both Study and Activation in the skills work? Is the language of the reading and listening texts appropriate? Are the speaking and writing tasks likely to Engage the students' interest?

6 syllabusIs the syllabus of the book appropriate for your students? Does it cover the language points you would expect? Are they in the right order? Do the reading and listening texts increase in difficulty as the book progresses?

7 topicDoes the book contain a variety of topics? Are they likely to engage the students' interest? Does the teacher respond to them well? Are they culturally appropriate for the students? Are they too adult or too childish?

8 stereotypingDoes the book represent people and situations in a fair and equal way? Are various categories of people treated equally? Is there stereotyping of certain nationalities? Does the book display conscious or unconscious racism or sexism?

9 teacher's guide

Is there a good teacher's guide? Is it easy to use? Does it have all the answers the teacher might need? Does it offer alternatives to lesson procedures? Does it contain a statement of intention which the teacher and students feel happy with?

Harmer, J. (1998). How to teach English. Essex, Addison Wesley Longman. Pages 1187 – 119

Area

1 price

2 availability

3 layout and design

4 methodology

5 skills

6 syllabus

7 topic

8 stereotyping

9 teacher's guide

Harmer, J. (1998). How to teach English. Essex, Addison Wesley Longman. Pages 1187 – 119

1. Analysis

2. Piloting

3. Consultation

4. Gathering opinions

Jeremy Harmer

Table 9.2. Textbook evaluation criteria (adapted from Robinett 1978: 249-51)

1. Goals of the course (Will this textbook help to accomplish your course goals?)2. Background of the students (Does the book fit the students' background?)

a. age c. educational backgroundb. native language and culture d. motivation or purpose for learning English

3. Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your institution and your students can easily identify with?) a. theory of learningb. theory of language

4. Language skills (Does the book intégrate the "four skills"? Is there a balanced approach towardthe skills? Does the textbook emphasize skills which the curriculum also emphasizes?)a. listening c. readingb. speaking d. writing

5. General content (Does the book reflect what is now known about language and language learning?)a. validity—does the textbook accomplish what it purports to? b. authenticity of languagec. appropriateness and currency of topics, situations, and contexts d. proficiency level—is it pitched for the right level?

6. Quality of practice materiala. exercises—is there a variety from controlled to free?b. clarity of directions—are they clear to both students and teacher?c. active participation of students—is this encouraged effectively?d. grammatical and other linguistic explanation—inductive or deductive?e. review material—are there sufficient spiraling and review exercises?

7. Sequencing (How is the book sequenced?)a. by grammatical structures c. by situationsb. by skills d. by some combination of the above

8. Vocabulary (Does the book pay sufficient attention to words and word study?)a. relevance c. strategies for word analysisb. frequency

9. General sociolinguistic factorsa. variety of English—American, British, dialects, or international varieties b. cultural content—is there a cultural bias?

10. Format (Is the book attractive, usable, and durable?)a. clarity of typesettingb. use of special notation (phonetic symbols, stress/intonation marking, etc.) c. quality and clarity of illustrations d. general layout—is it comfortable and not too "busy"? e. size of the book and binding f. quality of editing g. Index, table of contents, chapter headings

11. Accompanying materials (Are there useful supplementary materials?)a. workbook c. posters, flash cards, etc.b. tapes—audio and/or video d. a set of tests

12. Teacher's guide (Is it useful?)a. methodological guidance c. suitability for nonnative speaking teacherb. alternative and supplementary d. answer keysexercises

Brown, Douglas H. (2001) Teaching by Principles. New York. Addison Wesley Longman. Page 142 Douglas H. Brown

Table 9.2. Textbook evaluation criteria (adapted from Robinett 1978: 249-51)1. Goals of the course (Will this textbook help to accomplish your course goals?)2. Background of the students (Does the book fit the students' background?)

a. age c. educational backgroundb. native language and culture d. motivation or purpose for learning English

3. Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your institution and your students can easily identify with?) a. theory of learningb. theory of language

4. Language skills (Does the book integrate the "four skills"? Is there a balanced approach toward the skills? Does the textbook emphasize skills which the curriculum also emphasizes?)

a. listening c. readingb. speaking d. writing

5. General content (Does the book reflect what is now known about language and language learning?)

a. validity—does the textbook accomplish what it purports to? b. authenticity of languagec. appropriateness and currency of topics, situations, and contexts d. proficiency level—is it pitched for the right level?

6. Quality of practice materiala. exercises—is there a variety from controlled to free?b. clarity of directions—are they clear to both students and teacher?c. active participation of students—is this encouraged effectively?d. grammatical and other linguistic explanation—inductive or deductive?e. review material—are there sufficient spiraling and review exercises?

Douglas H. Brown Brown, Douglas H. (2001) Teaching by Principles. New York. Addison Wesley Longman. Page 142

7. Sequencing (How is the book sequenced?)a. by grammatical structures c. by situationsb. by skills d. by some combination of the above

8. Vocabulary (Does the book pay sufficient attention to words and word study?)a. relevance c. strategies for word analysisb. frequency

9. General sociolinguistic factorsa. variety of English—American, British, dialects, or international varieties b. cultural content—is there a cultural bias?

10. Format (Is the book attractive, usable, and durable?)a. clarity of typesettingb. use of special notation (phonetic symbols, stress/intonation marking, etc.) c. quality and clarity of illustrations d. general layout—is it comfortable and not too "busy"? e. size of the book and binding f. quality of editing g. Index, table of contents, chapter headings

11. Accompanying materials (Are there useful supplementary materials?)a. workbook c. posters, flash cards, etc.b. tapes—audio and/or video d. a set of tests

12. Teacher's guide (Is it useful?)a. methodological guidance c. suitability for nonnative speaking teacherb. alternative and supplementary d. answer keysexercises

Douglas H. Brown Brown, Douglas H. (2001) Teaching by Principles. New York. Addison Wesley Longman. Page 142

Table 9.2. Textbook evaluation criteria (adapted from Robinett 1978: 249-51)

Alan Cunningsworth Cunningsworth, A. (1995) Choosing your coursebook. Oxford. Heinemann.

Impressionistic overview v/s In - depth evaluation

1.- Approaches to evaluation

“Selecting coursebooks involves matching the material against the context in which it is going to be used”

2.- Deciding on a checklist

Alan Cunningsworth Cunningsworth, A. (1995) Choosing your coursebook. Oxford. Heinemann.

Aims and approaches- Do the aims of the coursebook correspond closely with the aims of the teaching programme and with the needs of the learners?- Is the coursebook suited to the learning/teaching situation? - How comprehensive is the coursebook? Does it cover most or all of what is needed? Is it a good resource for students and teachers?- Is the coursebook flexible? Does it allow different teaching and learning styles?nization- What components make up the total course package (eg students' books, teachers' books, workbooks, cassettes, etc)? - How is the content organized (eg according to structures, functions, topics, skills, etc)? Is the organization right for learners and teachers? - How is the content sequenced (eg on the basis of complexity, 'learnability', usefulness, etc)? - Is the grading and progression suitable for the learners? Does it allow them to complete the work needed to meet any external syllabus requirements? - Is there adequate recycling and revision? - Are there reference sections for grammar, etc? Is some of the material suitable for individual study? - Is it easy to find your way around the coursebook? Is the layout clear?ntent- Does the coursebook cover the main grammar items appropriate to each level, taking learners' needs into account? - Is material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning? - Does the coursebook include material for pronunciation work? If so what is covered: individual sounds, word stress, sentence stress, intonation?- Does the coursebook deal with the structuring and conventions of language use above sentence level, eg how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage? (More relevant at intermediate and advanced levels.)

Alan Cunningsworth Cunningsworth, A. (1995) Choosing your coursebook. Oxford. Heinemann.

- Are all four skills adequately covered, bearing in mind your course aims and syllabus requirements?- Is there material for integrated skills work? -Are reading passages and associated activities suitable for your students' levels, interests, etc? Is there sufficient reading material? - Is listening material well recorded, as authentic as possible, accompanied by background information, questions and activities which help comprehension? - Is material for spoken English (dialogues, roleplays, etc) well designed to equip learners for real-life interactions?- Are writing activities suitable in terms of amount of guidance/control, degree of accuracy, organization of longer pieces of writing (eg paragraphing) and use of appropriate styles?- Is there sufficient material of genuine interest to learners?- Is there enough variety and range of topic?- Will the topics help expand students' awareness and enrich their experience?- Are the topics sophisticated enough in content, yet within the learners' language level?- Will your students be able to relate to the social and cultural contexts presented in the coursebook?- Are women portrayed and represented equally with men? - Are other groups represented, with reference to ethnic origin, occupation, disability, etc?- What approach/approaches to language learning are taken by the coursebook? Is this appropriate to the learning/teaching situation? - What level of active learner involvement can be expected? Does this match your students' learning styles and expectations? - What techniques are used for presenting/practising new language items? Are they suitable for your learners?- How are the different skills taught?- How are communicative abilities developed? - Does the material include any advice/help to students on study skills and learning strategies? - Are students expected to take a degree of responsibility for their own learning (eg by setting their own individual learning targets)?

Alan Cunningsworth Cunningsworth, A. (1995) Choosing your coursebook. Oxford. Heinemann.

Teachers' books- Is there adequate guidance for the teachers who will be using the coursebook and its supporting materials?- Are the teachers' books comprehensive and supportive? - Do they adequately cover teaching techniques, language items such as grammar rules and culture-specific information? - Do the writers set out and justify the basic premises and principles underlying the material? - Are keys to exercises given?

Practical Considerations- What does the whole package cost? Does this represent good value for money? - Are the books strong and long-lasting? Are they attractive in appearance? - Are they easy to obtain? Can further supplies be obtained at short notice?- Do any parts of the package require particular equipment, such as a language laboratory, listening centre or video player? If so, do you have the equipment available for use and is it reliable?

12. Teacher’s guide

11. Accompanying material

10. Format9. General sociolinguistic factors

9. Teacher’s guide8. Practical considerations

8. Vocabulary8. Stereotyping7. Teacher’s book7. Sequencing7. Topic6. Methodology6. Quality of practice

material6. Syllabus

5. Topic5. General content5. Skills4. Skills4. Language skills4. Methodology3. Language content3. Approach3. Layout and design

2. Design and organization

2. Background of the students

2. Availability1. Aims and approaches1. Goals1. Price

CunningsworthBrownHarmer

Importance Criterion

Objectives explicitly laid out in an introduction, and implemented in the material.

Approach educationally and socially acceptable to target communityClear attractive layout; print easy to read.Appropriate visual materials availableInteresting topics and tasks.Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.Clear instructionsSystematic coverage of syllabus

Content clearly organized and graded (sequenced by difficulty).

Periodic review and test sections

Plenty of authentic language

Good pronunciation explanation and practiceGood vocabulary explanation and practiceGood grammar presentation and practice

Fluency practice in all four skills.Encourages learners to develop own learning strategies and to become independent in their learningAdequate guidance for the teacher; not too heavy preparation load.Audio cassettes/CDsReadily available locally.

Penny Ur

x

?

Intrinsic factors

Performance Description

Status

Continuity

Articulation

Length Progression Transition

Achievement Appropriateness Coherence

Textbook choice: criteria

Intrinsic factorsStatus

IV

III

II

I

8

7

6

5

4

3

2

1

Beginner Elementary Pre – Int. Intermediate Upper – Int. Advanced

Performance Description

Textbook choice: criteria

Intrinsic factorsStatus

IV

III

II

I

8

7

6

5

4

3

2

1

Beginner Elementary Pre – Int. Intermediate Upper – Int. Advanced

Performance Description

Continuity Length Progression Transition

Textbook choice: criteria

Intrinsic factorsStatus

2013 2014 20135 2016 2017 2018

1

2

3

4

5

6

7

8

I

II

III

IV

Performance Description

Continuity Length Progression Transition

Articulation Achievement Appropriateness Coherence

Textbook choice: criteria

Intrinsic factors

Performance Description

IV

III

II

I

8

7

6

5

4

3

2

1

Beginner Elementary Pre – Int. Intermediate Upper – Int. Advanced

2013 2014 2015 2016 2017 2018

1

2

3

4

5

6

7

8

I

II

III

IV

Status

Continuity

Articulation

Length Progression Transition

Achievement Appropriateness Coherence