The role of ELT materials within the ELT curriculum

The Role of Materials within the ELT Curriculum

Language learning materials are usually associated with course books. However, Halim and Halim (2016) claim that materials are not limited to mere textbooks. They assert that materials can be “anything used by teachers or learners to facilitate the learning of a language” (p. 634). Materials play a crucial role in the creation of effective teaching and learning environments. Thus, they are of significant importance in the language learning process (Nuñez and Téllez, 2009).

According to Halim and Halim (2016), there exist two different ways of approaching the use of materials: adaptation and adoption. On the one hand, materials adaptation is “the application of some strategies to make the textbook more effective and flexible” (p. 634). Hence, adjusting and/or changing some parts or a complete course book represents adaptation of that material. Núñez and Téllez (2016) discuss the importance of reflective practice in the adaptation of materials. They state that “reflective practice is a two-fold concept implying a dialogue of thinking and doing through which teachers become more skillful”(p. 172). Thus, the fact that teachers reflect on what is taking place inside the classroom, enables them to make better decisions when creating or adapting material in order to fulfill particular students’ needs and learning settings. On the other hand, material adoption means that very little or no changes are made to a textbook, because the book is considered as the authority (Halim and Halim, 2016). Nonetheless, there is some criticism towards materials adoption given that some educators, particularly novice teachers, might implement course books as a memorization tool for their students. Furthermore, some experienced teachers claim course books do not always fulfill learners’ needs. However, Darici (2016) explains that this issue is not completely negative because it allows teachers to have a better overview of the situation with the available materials in the market and use this information in their needs analysis.

Needs analysis, which is also known as needs assessment, refers to the systematic investigation of the needs, lacks and wants to improve the design of a language course (Darici, 2016). Needs analysis tends to be associated with English for Specific Purposes (ESP) and is disregarded in the general English classroom (Seedhouse, 1995). However, Long (2005) affirms that “no language teaching program should be designed without a thorough needs analysis” (as cited in Darici, 2016, p. 32). Similarly, Núñez and Téllez (2009) assert that needs analysis procedures represent a central ingredient in the development of language learning materials.

During needs analysis, researchers need to collect information to develop a profile of the language needs of a group of learners to make decisions about the goals and content of the course or curriculum and the materials to be used. This analysis will mostly benefit teachers and learners leading to effective teaching and learning settings. Thus, as Pineda (2001) claims, needs assessment should be “the point of departure to make academic decisions such as syllabi development, instructional strategies and materials selection, as well as assessment and evaluation implementation” (as cited in Nuñez and Téllez, 2009, p. 167). This assertion means not only that needs analysis should be a mandatory phase in curriculum and syllabus design because it determines which language skills are most needed by students and the curriculum and syllabus are created accordingly, but also that by identifying the needs, it will be much easier to include the most appropriate materials that address and meet those needs.

Another aspect that results relevant in the selection of materials is setting goals and objectives. These terms are defined by Graves (1997) who states that goals are “the general or overall long-term purposes of a course and objectives as the specific form in which goals will be attained” (as cited in Núñez & Téllez, 2016, p. 178). Hence, establishing goals and objectives will provide a sense of direction and will help the teacher in the selection of the most appropriate materials for the course. These actions, in turn, will allow teachers to “make opportune decisions that foster a harmonious and efficient development of their classes and the attainment of students’ learning objectives” (Núñez & Téllez, 2016 p. 180), which adds up to effective teaching.

Overall, it can be stated that even if publishers and teachers sometimes ignore the importance of needs analysis in the development of language learning materials, it is undeniable that selecting the appropriate textbooks and making a suitable adaptation of them should be in line with students' needs. Núñez and Téllez (2006) argue that these teacher-developed materials boost not only effective learning settings and outcomes, but also teachers’ pedagogical practice/performance. They further state that the teaching materials by themselves are not sufficient to create effective teaching and learning settings since “a lively EFL/ESL classroom depends largely on good materials used in creative and resourceful ways” (p. 184). Language teachers also need to lead their students to have materials interact appropriately with their needs and interests in order to facilitate learning. Thus, when teachers develop their own material, they also contribute to their professional growth as they improve their knowledge, skills and creativity, raise their consciousness as regards teaching and learning procedures, and act as agents of permanent change.

References

Darici, A. (2016). The Importance of Needs Analysis in Materials Development. In Issues in Materials Development. Sense Publishers. pp.31-41

Halim, S., & Halim, T. (2016). Adapting Materials: Revisiting the Needs of Learners. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926, 2(4), 633-642.

Núñez Pardo, A., & Téllez Téllez, M. F. (2009). ELT materials: The key to fostering effective teaching and learning settings. Profile Issues in TeachersProfessional Development, 11(2), 171-186.