Introductory description

This module will enable students to investigate aspects of published material including skills and language work, use of IT and considerations of critical pedagogy. They will work in collaboration or alone to produce material that could be used in a stated context for language teaching or language teacher education as well as an academic rationale for this.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This new module is based on a well-established and successful module that has been run for a number of years on the MA TESOL. Note that although the 2-hour sessions are 'lectures', the mode of delivery will be interactive and include frequent use of discussion tasks, problem solving and occasionally experiencing a 'flipped' approach to the course content. An Illustrative timetable is included below: 1a Introduction to Professional Practice Module assignment brief. 1b Rationale for using a coursebook and Educational Theory. 2a Syllabus design and Needs Analysis. 2b Curriculum and Materials Design in Mainstream Curricular Contexts. 3a Evaluating Course Materials, and Layout and Design. 3b Materials for vocabulary. 4a Materials for grammar. 4b Materials for writing. 5a Materials for reading. 5b Materials for speaking and pronunciation. 6a Materials for listening. 6b Gamifying materials. 7a. Assessment. 7b Materials for the flipped classroom and blended and online courses. 8a Linking your rationale and materials. 8b Presentations and discussion. 2 meetings to develop presentations with mentors (This time may be achieved in tutorials outside the ‘slots’).

Learning outcomes

By the end of the module, students should be able to:

• To demonstrate comprehensive understanding of theories and concepts relevant to materials design.
• To critically evaluate commercially produced materials in light of educational theory and concepts and apply insights to course and materials design.
• To develop principled and practical approaches to course and materials design in a range of formats (classroom-based, online and/or blended).
• To develop skills in all aspects of materials creation for a specific target group of learners.

Indicative reading list

Illustrative Bibliography

Allen, C. (2015). Marriages of convenience? Teachers and coursebooks in the digital age. ELT Journal, 69(3), 249-263. http://dx.doi.org/10.1093/elt/ccv005
Allwright, R. (1982). What do we want teaching materials for? 1. ELT Journal, 36(1), 5-18. http://dx.doi.org/10.1093/elt/36.1.5
Akbari, R. (2007). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. http://dx.doi.org/10.1093/elt/ccn025
Bax, S. (2003). Bringing context and methodology together. ELT Journal, 57(3), 295-296. http://dx.doi.org/10.1093/elt/57.3.295
Coskun, A. (2016). Dogme ELT: What do teachers and students think?. IJRSLL, 5(5). http://dx.doi.org/10.5861/ijrsll.2016.1445
Cots, J. (2006). Teaching 'with an attitude': Critical Discourse Analysis in EFL teaching. ELT Journal, 60(4), 336-345. http://dx.doi.org/10.1093/elt/ccl024
Ellis, G. (1996). How culturally appropriate is the communicative approach?. ELT Journal, 50(3), 213-218. http://dx.doi.org/10.1093/elt/50.3.213
Gray, J. (2013). Critical perspectives on language teaching materials. Palgrave Macmillan UK.
Hall, D., & Hewings, A. (2001). Innovation in English language teaching. London: Routledge in association with Macquarie University and the Open University.
Harwood, N. (2010). English language teaching materials. New York: Cambridge University Press. Johnson, R. (1989). The Second language curriculum. Cambridge [England]: Cambridge University Press.
Littlewood, W. (2004). The task-based approach: some questions and suggestions. ELT Journal, 58(4), 319¬326. http://dx.doi.org/10.1093/elt/58.4.319
Littlewood, W. (2008). Process-oriented pedagogy: facilitation, empowerment, or control?. ELT Journal, 63(3), 246-254. http://dx.doi.org/10.1093/elt/ccn054
Ma, Z., & Gao, P. (2010). Promoting Learner Autonomy through Developing Process Syllabus—Syllabus
Negotiation: the Basis of Learner Autonomy*. Journal Of Language Teaching And Research, 1(6). http://dx.doi.org/10.4304/jltr.1.6.901-908
McDevitt, B. (2004). Negotiating the syllabus: a win-win situation?. ELT Journal, 58(1), 3-9. http://dx.doi.org/10.1093/elt/58.1.3
McGrath. I. (2002) Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press
Tomlinson, B. (2008). English language learning materials. London: Continuum.
Wette, R. (2010). Product-process distinctions in ELT curriculum theory and practice. ELT Journal, 65(2), 136-144. http://dx.doi.org/10.1093/elt/ccq022

View reading list on Talis Aspire

Research element

Developing of materials including small scale pilots.

Interdisciplinary

Module participants are from a diverse range of contexts and materials considered will also represent a broad diversity.

Subject specific skills

Develop principled practical approaches to materials design.

Develop practical skills of working collaboratively with other professionals in writing materials.

Transferable skills

Plan effective and appropriate learning content for a specific group of learners.

Structure and communicate ideas effectively in writing.

Plan and manage time and workload to meet deadlines.