Selecting and Developing Teaching/Learning Materials

Kenji Kitao, Doshisha University (Kyoto, Japan)

kkitao [at] mail.doshisha.ac.jp
S. Kathleen Kitao, Doshisha Womens !olle"e (Kyoto, Japan)
kkitao [at] mail#t.d$c.doshisha.ac.jp
Why do We Use Materials/What are Materials for?
%an"&a"e instr&ction has 'ive important components##st&dents, a teacher, materials,
teachin" methods, and eval&ation. Why are materials important in lan"&a"e instr&ction(
What do materials do in lan"&a"e instr&ction( !an $e teach )n"lish $itho&t a
te*t+ook(
,ll$ri"ht (-../) ar"&es that materials sho&ld teach st&dents to learn, that they sho&ld
+e reso&rce +ooks 'or ideas and activities 'or instr&ction0learnin", and that they sho&ld
"ive teachers rationales 'or $hat they do. 1rom ,ll$ri"hts point o' vie$, te*t+ooks are
too in'le*i+le to +e &sed directly as instr&ctional material. 23eill (-../), in contrast,
ar"&es that materials may +e s&ita+le 'or st&dents needs, even i' they are not desi"ned
speci'ically 'or them, that te*t+ooks make it possi+le 'or st&dents to revie$ and prepare
their lessons, that te*t+ooks are e''icient in terms o' time and money, and that te*t+ooks
can and sho&ld allo$ 'or adaptation and improvi4ation.
,ll$ri"ht emphasi4es that materials control learnin" and teachin". 23eill emphasi4es
that they help learnin" and teachin". 5t is tr&e that in many cases teachers and st&dents
rely heavily on te*t+ooks, and te*t+ooks determine the components and methods o'
learnin", that is, they control the content, methods, and proced&res o' learnin".
St&dents learn $hat is presented in the te*t+ook, and the $ay the te*t+ook presents
material is the $ay st&dents learn it. 6he ed&cational philosophy o' the te*t+ook $ill
in'l&ence the class and the learnin" process. 6here'ore, in many cases, materials are
the center o' instr&ction and one o' the most important in'l&ences on $hat "oes on in
the classroom.
6heoretically, e*perienced teachers can teach )n"lish $itho&t a te*t+ook. 7o$ever, it is
not easy to do it all the time, tho&"h they may do it sometimes. 8any teachers do not
have eno&"h time to make s&pplementary materials, so they j&st 'ollo$ the te*t+ook.
6e*t+ooks there'ore take on a very important role in lan"&a"e classes, and it is
important to select a "ood te*t+ook.
The Role of Materials in Relation to Other Elements
Since the end o' -.9/s, there has +een a movement to make learners rather than
teachers the center o' lan"&a"e learnin". ,ccordin" to this approach to teachin",
learners are more important than teachers, materials, c&rric&l&m, methods, or
eval&ation. ,s a matter o' 'act, c&rric&l&m, materials, teachin" methods, and eval&ation
sho&ld all +e desi"ned 'or learners and their needs. 5t is the teachers responsi+ility to
check to see $hether all o' the elements o' the learnin" process are $orkin" $ell 'or
learners and to adapt them i' they are not.
5n other $ords, learners sho&ld +e the center o' instr&ction and learnin". 6he c&rric&l&m
is a statement o' the "oals o' learnin", the methods o' learnin", etc. 6he role o' teachers
is to help learners to learn. 6eachers have to 'ollo$ the c&rric&l&m and provide, make,
or choose materials. 6hey may adapt, s&pplement, and ela+orate on those materials
and also monitor the pro"ress and needs o' the st&dents and 'inally eval&ate st&dents.
8aterials incl&de te*t+ooks, video and a&dio tapes, comp&ter so't$are, and vis&al aids.
6hey in'l&ence the content and the proced&res o' learnin". 6he choice o' ded&ctive vs
ind&ctive learnin", the role o' memori4ation, the &se o' creativity and pro+lem solvin",
prod&ction vs. reception, and the order in $hich materials are presented are all
in'l&enced +y the materials.
6echnolo"y, s&ch as 27:, slides, video and a&dio tape recorders, video cameras, and
comp&ters, s&pports instr&ction0learnin" .
)val&ations (tests, etc.) can +e &sed to assi"n "rades, check learnin", "ive 'eed+ack to
st&dents, and improve instr&ction +y "ivin" 'eed+ack to the teacher.
6ho&"h st&dents sho&ld +e the center o' instr&ction, in many cases, teachers and
st&dents rely on materials, and the materials +ecome the center o' instr&ction. Since
many teachers are +&sy and do not have the time or inclination to prepare e*tra
materials, te*t+ooks and other commercially prod&ced materials are very important in
lan"&a"e instr&ction. 6here'ore, it is important 'or teachers to kno$ ho$ to choose the
+est material 'or instr&ction, ho$ to make s&pplementary materials 'or the class, and
ho$ to adapt materials.
What are Characteristics of Materials?
%ittlejohn and Windeatt (-.;.) ar"&e that materials have a hidden c&rric&l&m that
incl&des attit&des to$ard kno$led"e, attit&des to$ard teachin" and learnin", attit&des
to$ard the role and relationship o' the teacher and st&dent, and val&es and attit&des
related to "ender, society, etc. 8aterials have an &nderlyin" instr&ctional philosophy,
approach, method, and content, incl&din" +oth lin"&istic and c&lt&ral in'ormation. 6hat
is, choices made in $ritin" te*t+ooks are +ased on +elie's that the $riters have a+o&t
$hat lan"&a"e is and ho$ it sho&ld +e ta&"ht. Writers may &se a certain approach, 'or
e*ample, the a&ral#oral approach, and they choose certain activities and select the
lin"&istic and c&lt&ral in'ormation to +e incl&ded.
!larke (-.;.) ar"&es that comm&nicative methodolo"y is important and that
comm&nicative methodolo"y is +ased on a&thenticity, realism, conte*t, and a 'oc&s on
the learner. 7o$ever, he ar"&es that $hat constit&tes these characteristics is not clearly
de'ined, and that there are many aspects to each. 7e <&estions the e*tent to $hich
these are these re'lected in te*t+ooks that are intended to +e comm&nicative.
5n a st&dy o' )n"lish te*t+ooks p&+lished in Japan in -.;=, the te*t+ooks $ere revie$ed
and pro+lems $ere 'o&nd $ith +oth the lan"&a"e and content o' many o' the te*t+ooks
(Kitao et al., -..=).
Language
)n"lish te*t+ooks sho&ld have correct, nat&ral, recent, and standard )n"lish. Since
st&dents voca+&lary is limited, the voca+&lary in te*t+ooks sho&ld +e controlled or the
te*t+ooks sho&ld provide in'ormation to help st&dents &nderstand voca+&lary that they
may not +e 'amiliar $ith. 1or lo$er#level st&dents, "rammar sho&ld also +e controlled.
8any te*t+ooks &se narratives and essays. 5t $o&ld +e &se'&l to have a variety o'
literary 'orms ('or e*ample, ne$spaper articles, poetry, or letters), so that st&dents can
learn to deal $ith di''erent 'orms.
Information on Culture
6he c&lt&ral in'ormation incl&ded in )n"lish te*t+ooks sho&ld +e correct and recent. 5t
sho&ld not +e +iased and sho&ld re'lect +ack"ro&nd c&lt&res o' )n"lish. 5t sho&ld
incl&de vis&al aids etc., to help st&dents &nderstand c&lt&ral in'ormation.
From Learners' Viewpoints
!ontent )n"lish te*t+ooks sho&ld +e &se'&l, meanin"'&l and interestin" 'or st&dents.
While no sin"le s&+ject $ill +e o' interest to all st&dents, materials sho&ld +e chosen
+ased, in part, on $hat st&dents, in "eneral, are likely to 'ind interestin" and motivatin".
Di''ic&lty. ,s a "eneral r&le, materials sho&ld +e sli"htly hi"her in their level o' di''ic&lty
than the st&dents c&rrent level o' )n"lish pro'iciency. ()*ceptions are &s&ally made 'or
e*tensive readin" and e*tensive listenin" materials, $hich sho&ld +e easy eno&"h 'or
st&dents to process $itho&t m&ch di''ic&lty.) 8aterials at a sli"htly hi"her level o'
di''ic&lty than the st&dents c&rrent level o' )n"lish pro'iciency allo$ them to learn ne$
"rammatical str&ct&res and voca+&lary.
5nstr&ctional iss&es. )n"lish te*t+ooks sho&ld have clear instr&ctional proced&re and
methods, that is, the teacher and st&dents sho&ld +e a+le to &nderstand $hat is
e*pected in each lesson and 'or each activity.
6e*t+ooks sho&ld have s&pport 'or learnin". 6his can take the 'orm o' voca+&lary lists,
e*ercises $hich cover or e*pand on the content, vis&al aids, etc. 6raditionally, lan"&a"e
teachin" materials in Japan are made &p mostly o' te*t, $ith 'e$, i' any, vis&al aids.
7o$ever, $ith the development o' technolo"y, photos, vis&al materials and a&dio
materials have +ecome very important components o' lan"&a"e teachin" materials, and
they are +ecomin" easier to o+tain. 6eachers need to learn ho$ to 'ind them, and ho$
to +est e*ploit these characteristics.
8aterials are "ettin" more complicated, and instr&ctional philosophy, approach,
methods, and techni<&es are "ettin" more important. 6eachers need to +e a+le to
eval&ate materials involvin" photos, videos, and comp&ters no$.
How Can We Learn About Materials?
6here are vario&s $ays to "et in'ormation a+o&t te*t+ooks and other teachin" materials.
8any materials are p&+lished +y p&+lishers and developed and distri+&ted +y
commercial companies. 6h&s, p&+lishers are &se'&l (i' not entirely &n+iased) so&rces o'
in'ormation and advice a+o&t $hat materials are availa+le and $hat materials are
appropriate 'or vario&s p&rposes. 8any p&+lishers provide sample copies on re<&est.
>ookstores that carry te*t+ooks are another possi+le so&rce o' in'ormation. !lerks at
s&ch +ookstores may help yo& 'ind the materials yo& $ant. 5n addition, p&+lishers
displays at con'erences are &se'&l. 6hey &s&ally have the most recent materials,
e*hi+itors are $illin" to help yo& and ans$er yo&r <&estions, and in some cases, yo&
$ill have opport&nities to meet and talk $ith the a&thors. !ollea"&es and 'riends $ho
are teachers are also "ood so&rces o' recommendations o' te*t+ooks and advice a+o&t
ho$ to +est &se them. 1inally, there is in'ormation 'rom comp&ter mailin" lists and $e+
pa"es on the 5nternet. %ists on lan"&a"e teachin" o'ten have disc&ssions on materials,
and yo& can ask <&estions and may "et "ood 'eed+ack. 8any p&+lishers have $$$
pa"es and e#mail addresses, so yo& can check $ith them and also ask <&estions a+o&t
the materials.
How do We Get Materials?
5n addition to p&+lishers, there are many possi+le so&rces o' materials. 6here is a lot o'
material availa+le on the 5nternet. ?o& can search 'or materials $hen yo& have 'ree
time, and store them 'or yo&r '&t&re classes.
8any teachers "o a+road d&rin" vacations these days, and they can collect materials in
)n"lish#speakin" co&ntries. 6@ and radio are "ood so&rces. 6hey provide a variety o'
materials. 6he in'ormation is c&rrent and the lan"&a"e is nat&ral, +&t the content has to
+e chosen care'&lly. 3e$spapers, ma"a4ines, advertisements, and other types o'
printed material are very &se'&l. 6eachers can take photos, make video tapes or record
a&dio tapes. 5' they make plans +e'ore they "o overseas, they may +e a+le to make
"ood video or a&dio pro"rams.
)ven in yo&r home co&ntry, yo& can +ro$se the $orld $ide $e+ and search 'or &se'&l
materials 'or classes. 6here are lots o' so&rces o' materials and photos on $$$.
Concerns About Materials
6he market o' lan"&a"e teachin" materials are 'airly lar"e, and many companies are
competin". 6hey prod&ce ne$ materials and promote them $ith many advertisements
and thro&"h their salespeople. ?o& need to +e care'&l a+o&t $hat they tell yo&. ?o&
al$ays need to e*amine their materials care'&lly 'rom the point o' vie$ o' $hat is
appropriate 'or yo&r st&dents and the classes yo& are teachin".
,nother concern a+o&t materials is that the copyri"ht iss&e. 8any teachers violate the
copyri"ht la$s every day. We cannot copy any copyri"hted materials. 2' co&rse, $e
cannot copy them and distri+&te them to o&r st&dents in the class. We need the
permission 'rom the p&+lisher to do so.
Summary and Conclusion
6ho&"h there are 'ive elements in lan"&a"e instr&ction, and learners sho&ld +e the
center o' instr&ction. 7o$ever, materials o'ten control the instr&ction, since teachers
and learners tend to rely heavily on them. 8aterials that are appropriate 'or a partic&lar
class need to have an &nderlyin" instr&ctional philosophy, approach, method and
techni<&e $hich s&it the st&dents and their needs. 6hey sho&ld have correct, nat&ral,
c&rrent and standard )n"lish. 6eachers need to look 'or "ood materials, +oth
commercial and non#commercial, all the time. 6hey also need to +e a$are o'
commercialism and copyri"ht iss&es concernin" materials.
List of References
,ll$ri"ht, A. %. (-../). What do $e $ant teachin" materials 'or( 5n A. Aossner and A.
>olitho, ()ds.), !&rrents in lan"&a"e teachin". 2*'ord University :ress.
!larke, D. 1. (-.;.). !omm&nicative theory and its in'l&ence on materials prod&ction.
%an"&a"e 6eachin", BB, 9C#;D.
Kitao, K., E Kitao, S. K. (Septem+er -D, -.;B). !olle"e readin" te*t+ooks do not meet
needs. 6he Daily ?omi&ri, p. 9.
Kitao, K., Kitao, S. K., ?oshida, S., ?oshida, 7., Ka$am&ra, K., and K&rata, 8. (-..=). ,
st&dy o' trends o' colle"e )n"lish readin" te*t+ooks in JapanF ,n analysis o' colle"e
)n"lish readin" te*t+ooks 'or -.;=. 5n K. Kitao and S. K. Kitao, )n"lish teachin"F
6heory, Aesearch and practice (pp. B/=#B-D). 6okyoF )ichosha.
%ittlejohn, ,., E Windeatt, S. (-.;.). >eyond lan"&a"e learnin"F :erspective on
materials desi"n. 5n A. K. Johnson ()d.), 6he second lan"&a"e c&rric&l&m. !am+rid"eF
!am+rid"e University :ress.
23eill, A. (-../). Why &se te*t+ooks( 5n A. Aossner and A. >olitho, ()ds.), !&rrents in
lan"&a"e teachin". 2*'ord University :ress.
6he 5nternet 6)S% Jo&rnal, @ol. 5@, 3o. G, ,pril -..9
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