By Sue Garton, Kathleen Graves
This ebook brings jointly various views on ELT fabrics from a number foreign contexts and a number of academic settings. all of the chapters are underpinned via sound theoretical ideas whereas addressing functional issues and debates in fabrics layout and use.
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Extra resources for International Perspectives on Materials in ELT
The C2 is generally viewed by the learners as more elaborate, efficient, and desirable, thus dismissing the C1 as more backward, inefficient, and less favourable. For example, the photographs that show the homes of the, usually British or American, coursebook characters are generally considered by learners in developing countries to be those of wealthy families, the food consumed or the holiday plans discussed, usually in attractive foreign locations, can be interpreted as typical of any British or American person, thus inducing in learners a standardised, monochrome interpretation of the target culture, unless there is an intervention on 44 Mario López-Barrios and Elba Villanueva de Debat the part of the materials to include a more balanced picture of different family backgrounds.
Lee, Y. (2003). A package for an English paragraph: an evaluation of the coursebook used in two EFL writing courses. English teaching, 58(3): 165–188. McAndrew, J. (2007). Responding to learners’ language needs in an oral EFL class. In A. Burns and H. Joyce (eds), Planning and Teaching Creatively within a Required Curriculum . Alexandria, VA: TESOL. McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. Riazi, M. (2003). What do textbook evaluation schemes tell us?
Yes, but ... But ... g. ‘I got, I got ... ’) Function Since the 1980s there has been a movement towards the use of authentic language in textbooks, drawing on information derived from discourse and corpus analysis of authentic speech. Carter and McCarthy (1988: 369) comment: We know from our knowledge of our first language that in most textbook discourse we are getting something which is concocted for us, and may therefore rightly resent being disempowered by teachers or materials writers who, on apparently laudable ideological grounds, appear to know better.