The Matrials In Use
In surveying the existing material, it is necessary to develope questions as an aid for evaluating them. The questions are:
1. By whom and where were the materials developed: by a team of materials developers who are familiar with this particular educational system and student populatiuon, or were they produced for the international market which at best is concerned with the broadest possible definition of the target population?
2. Are the material compatible with the syllabus? The procedures, techniques, and prsentation of items must be in harmony with the specifications given in the syllabus.
3. Do most of the materials provide alternatives for teachers and learners? Alternatives may be provided in items of learner-tasks, learning styles, presentation techniques, expected outcomes, etc.
4. Which language skills do the materials cover? Are they presented separately or are they well integrated? Materials often reflect the developers’ prferences for some language skills at the expends of others.
5. How authentic are the text types included in the mterials? This may be a very crucial question especially in cases where text might have been adapted for a variety purposes.
6. How do learners and teachers who have used the materials feel about them? In addition to thw previously stated objectives question, it is n ecessary to gather subjective information in order to gain additional insights into how teachable or learnable the materials really are.
The Teachers
There is a different between natural language and foreign language setting. In natural setting, teacher are usually are native speakers of the language and can cope with various decision-making steps that deal with language use. In foreign language setting, teacher are typically non-native speakers, therefore may much harder to make decission of a native-like nature.
The teacher population is the most significant factor in determining successof a new syllabus or materials. The attitude and their abilities to adjust to new thinking and what it involves in practicel terms are crucial. Therefore, ion evaluating the new member of teacher population need: (a) the teacher’s command of the target language; (b) the teacher’s training, background, level of higher educaton, exposure to ideas concerning the nature of language and language learning, teaching experience, and (c) the teacher’s attitude toward changes in the program
The Learners
In many new communicative programs, students are expexted to take an active part in the learning process. In ordert to help them become responsible learners, a period of ‘learning how to learn’ is vital. Students may have to learn to do group work, to become initiators of activities. In the foreign language setting, students are apt to be of a homogeneous socio-economis background and so the process of sensitizing them to new ways of learning is easier to acomplish. But in the natural language setiing, it is more usual for students to come from diverse cultural background.
The Resources
Policy-making can be realisticand effective only if it takes into account the limitations of available resources for implementation, both quantitatively, and qualitatively. Factors which need to be considered carefully as part of the policy-making process:
1. Time available for the aquisition of the target language, the available hour per week. The objectives and the ways in which they can be achieved as always are dependent on the amount of time available and how it is distributed.
2. Classrom setting, reflecting a number of relevant features of the teaching-learning situation. It would be very important considerations when planning group or individual activities. The actual physical environment of the classroom is also significant and may affect the learning process positively or negatively.
2.2 When The Materials In Use Constitute The Curiculum and Syllabus
The program designers’ task has been presented from an idealized perspective. Changes in existing programs should take place only after a careful study of instructional plans currently in effect. The program designers utilize whatever information can be collected, always ready to make shifts and adjustments if new information becomes available. With an understanding of the recent hisrtory, shifts, and trends in the field of language pedagogy, the program designers can gather a great many details about the existing program and its underlying approach the goals, simply by carefully studying table of contents in existing textbook, teacher’s notes, teacher’s handbook, and auxilary material.
When the only documents to examine are commercial textbooks in use, the program designers need to be concerned with the following:
1. Do the commercial textbooks in use contain statements about educational and linguistic point of view?
2. How have the teachers using the text book adapted them to the timeframe and other constraints of the course?
3. Do the teachers make any cultural adaptions with the textbook?
4. Do they see the textbook as serving the goals of their students in term of examinations to higher levels of education or higher levels in the language program?
5. What adaption do teachers make to fit local attitudesd toward language learning?
In surveying the existing material, it is necessary to develope questions as an aid for evaluating them. The questions are:
1. By whom and where were the materials developed: by a team of materials developers who are familiar with this particular educational system and student populatiuon, or were they produced for the international market which at best is concerned with the broadest possible definition of the target population?
2. Are the material compatible with the syllabus? The procedures, techniques, and prsentation of items must be in harmony with the specifications given in the syllabus.
3. Do most of the materials provide alternatives for teachers and learners? Alternatives may be provided in items of learner-tasks, learning styles, presentation techniques, expected outcomes, etc.
4. Which language skills do the materials cover? Are they presented separately or are they well integrated? Materials often reflect the developers’ prferences for some language skills at the expends of others.
5. How authentic are the text types included in the mterials? This may be a very crucial question especially in cases where text might have been adapted for a variety purposes.
6. How do learners and teachers who have used the materials feel about them? In addition to thw previously stated objectives question, it is n ecessary to gather subjective information in order to gain additional insights into how teachable or learnable the materials really are.
The Teachers
There is a different between natural language and foreign language setting. In natural setting, teacher are usually are native speakers of the language and can cope with various decision-making steps that deal with language use. In foreign language setting, teacher are typically non-native speakers, therefore may much harder to make decission of a native-like nature.
The teacher population is the most significant factor in determining successof a new syllabus or materials. The attitude and their abilities to adjust to new thinking and what it involves in practicel terms are crucial. Therefore, ion evaluating the new member of teacher population need: (a) the teacher’s command of the target language; (b) the teacher’s training, background, level of higher educaton, exposure to ideas concerning the nature of language and language learning, teaching experience, and (c) the teacher’s attitude toward changes in the program
The Learners
In many new communicative programs, students are expexted to take an active part in the learning process. In ordert to help them become responsible learners, a period of ‘learning how to learn’ is vital. Students may have to learn to do group work, to become initiators of activities. In the foreign language setting, students are apt to be of a homogeneous socio-economis background and so the process of sensitizing them to new ways of learning is easier to acomplish. But in the natural language setiing, it is more usual for students to come from diverse cultural background.
The Resources
Policy-making can be realisticand effective only if it takes into account the limitations of available resources for implementation, both quantitatively, and qualitatively. Factors which need to be considered carefully as part of the policy-making process:
1. Time available for the aquisition of the target language, the available hour per week. The objectives and the ways in which they can be achieved as always are dependent on the amount of time available and how it is distributed.
2. Classrom setting, reflecting a number of relevant features of the teaching-learning situation. It would be very important considerations when planning group or individual activities. The actual physical environment of the classroom is also significant and may affect the learning process positively or negatively.
2.2 When The Materials In Use Constitute The Curiculum and Syllabus
The program designers’ task has been presented from an idealized perspective. Changes in existing programs should take place only after a careful study of instructional plans currently in effect. The program designers utilize whatever information can be collected, always ready to make shifts and adjustments if new information becomes available. With an understanding of the recent hisrtory, shifts, and trends in the field of language pedagogy, the program designers can gather a great many details about the existing program and its underlying approach the goals, simply by carefully studying table of contents in existing textbook, teacher’s notes, teacher’s handbook, and auxilary material.
When the only documents to examine are commercial textbooks in use, the program designers need to be concerned with the following:
1. Do the commercial textbooks in use contain statements about educational and linguistic point of view?
2. How have the teachers using the text book adapted them to the timeframe and other constraints of the course?
3. Do the teachers make any cultural adaptions with the textbook?
4. Do they see the textbook as serving the goals of their students in term of examinations to higher levels of education or higher levels in the language program?
5. What adaption do teachers make to fit local attitudesd toward language learning?
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