Developing Materials to Develop Yourself Brian Tomlinson 2003

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This material is given to ELT teachers and student-teachers for educational purposes ONLY. This material is given to ELT teachers and student-teachers for educational purposes ONLY. DEVELOPING MATERIALS TO DEVELOP YOURSELF

DEVELOPING MATERIALS TO DEVELOP YOURSELF Brian Tomlinson (Leeds Metropolitan University)

Brian Tomlinson (Leeds Metropolitan University) http://www.ma

http://www.matsda.org.uk/links_tsda.org.uk/links_brian.html#artbrian.html#articlesicles :: Introduction

:: Introduction

My claim in this article is that helping teachers to develop effective materials for themselves can help them to My claim in this article is that helping teachers to develop effective materials for themselves can help them to become more positive and confident and to become more effective teachers too.

become more positive and confident and to become more effective teachers too.

In my experience of education in over forty countries, many language teachers seem to be suffering from a lack In my experience of education in over forty countries, many language teachers seem to be suffering from a lack of creativity, energy, confidence and self-esteem. In ten of those countries I have run materials development of creativity, energy, confidence and self-esteem. In ten of those countries I have run materials development courses for teachers ranging in duration from one week to

courses for teachers ranging in duration from one week to a year and a year and many of the participants seemed to havemany of the participants seemed to have developed and grown considerably by the end of the course. For example, on the PKG Project in Indonesia many developed and grown considerably by the end of the course. For example, on the PKG Project in Indonesia many teachers progressed during their in-on service

teachers progressed during their in-on service course from being uncritical and inflexible users course from being uncritical and inflexible users of officialof official methodology and materials to being confident innovators of principled materials and methodology themselves methodology and materials to being confident innovators of principled materials and methodology themselves (Tomlinson, 1990). And after a year on our MA in Materials Development for Language Teaching at Leeds (Tomlinson, 1990). And after a year on our MA in Materials Development for Language Teaching at Leeds Metropolitan University many of the participants had developed into much more imaginative and effective Metropolitan University many of the participants had developed into much more imaginative and effective

teachers, into confident conference presenters and article writers and into expert materials developers. The magic teachers, into confident conference presenters and article writers and into expert materials developers. The magic ingredient was not the quality of the tuition nor just the focus on materials development but the

ingredient was not the quality of the tuition nor just the focus on materials development but the

experiential/reflective mode of delivery and the way that a focus on developing materials was able to enhance experiential/reflective mode of delivery and the way that a focus on developing materials was able to enhance this mode by providing meaningful and liberating experiences for the participants.

this mode by providing meaningful and liberating experiences for the participants. :: Ways of Running Courses for Teachers and Trainees

:: Ways of Running Courses for Teachers and Trainees Teacher Training

Teacher Training

In a teacher training approach teachers or trainee teachers are given procedures and advice to follow. This In a teacher training approach teachers or trainee teachers are given procedures and advice to follow. This approach assumes a relationship of experts to novices and characterises many pre-service courses in which the approach assumes a relationship of experts to novices and characterises many pre-service courses in which the participants are trained to teach a

participants are trained to teach a particulaparticular textbook, methodology or curriculum. In r textbook, methodology or curriculum. In the best type the best type of teacher of teacher training courses, the participants are provided with a range of options to choose from; in the worst they are given training courses, the participants are provided with a range of options to choose from; in the worst they are given a set script to follow. The result is often teachers who know what to do but who do not know when and how not a set script to follow. The result is often teachers who know what to do but who do not know when and how not to do it.

to do it. In other words, conformists who have little initiative or creativity of their own and who find In other words, conformists who have little initiative or creativity of their own and who find it difficultit difficult to respond to

to respond to the unexpected.the unexpected.

Teacher training helps institutions and countries to achieve convergence and uniformity, but ultimately it is not Teacher training helps institutions and countries to achieve convergence and uniformity, but ultimately it is not very useful for learners, who need teachers who can respond to their divergent needs and wants. Training very useful for learners, who need teachers who can respond to their divergent needs and wants. Training teachers to write materials might help them to become a little more organised and to write clearer instructions teachers to write materials might help them to become a little more organised and to write clearer instructions but it is not going to lead to increased confidence, creativity, flexibility or self-esteem.

but it is not going to lead to increased confidence, creativity, flexibility or self-esteem. Teacher Education

Teacher Education

In a teacher education approach, teachers are given new knowledge and the means to discover new knowledge In a teacher education approach, teachers are given new knowledge and the means to discover new knowledge for themselves. In the best type of teacher education course, the teachers are given sufficient relevant and for themselves. In the best type of teacher education course, the teachers are given sufficient relevant and comprehensible knowledge to help them to apply it to their own teaching situations. In the worst type they are comprehensible knowledge to help them to apply it to their own teaching situations. In the worst type they are given irrelevant and incomprehensible knowledge and are not helped to apply it to themselves. The result is given irrelevant and incomprehensible knowledge and are not helped to apply it to themselves. The result is often that teachers feel empowered by their new knowledge but frustrated at their inability to apply it and often that teachers feel empowered by their new knowledge but frustrated at their inability to apply it and sometimes that they feel disempowered by a new sense of inadequacy from finding out how much they do not sometimes that they feel disempowered by a new sense of inadequacy from finding out how much they do not know.

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In my experience, teacher education is of potentially more value than teacher training but it is inevitably In my experience, teacher education is of potentially more value than teacher training but it is inevitably

inadequate in that it overrates what teachers know and under-values what they think and do. Giving teachers new inadequate in that it overrates what teachers know and under-values what they think and do. Giving teachers new knowledge about materials development might provide them with some interesting new insights into teaching knowledge about materials development might provide them with some interesting new insights into teaching and learning, but it would not help them to develop expertise in actually developing materials themselves and and learning, but it would not help them to develop expertise in actually developing materials themselves and would be unlikely to have a positive effect on their confidence, creativity, flexibility or self-esteem.

would be unlikely to have a positive effect on their confidence, creativity, flexibility or self-esteem. Teacher Development

Teacher Development

In a teacher development approach, teachers are given new experiences to reflect on and learn from. Their prior In a teacher development approach, teachers are given new experiences to reflect on and learn from. Their prior experience and expertise is valued but they are encouraged to add to their repertoires and to develop their

experience and expertise is valued but they are encouraged to add to their repertoires and to develop their awareness of the processes of learning and teaching. The emphasis is not on finite, articulated knowledge awareness of the processes of learning and teaching. The emphasis is not on finite, articulated knowledge

coming from outside, but on dynamic, multi-dimensional awareness developing in the mind, and on the ability to coming from outside, but on dynamic, multi-dimensional awareness developing in the mind, and on the ability to apply this awareness to their actual contexts of teaching.

apply this awareness to their actual contexts of teaching.

In the best type of teacher development course, the teachers are helped to decide what to think and do for In the best type of teacher development course, the teachers are helped to decide what to think and do for themselves and are encouraged to develop novel approaches themselves. In the worst type of teacher themselves and are encouraged to develop novel approaches themselves. In the worst type of teacher development course, the teachers are surreptitiously pushed in pre-determined directions.

development course, the teachers are surreptitiously pushed in pre-determined directions.

Teacher development is potentially more valuable than teacher education or teacher training (even for trainee Teacher development is potentially more valuable than teacher education or teacher training (even for trainee teachers) because it can lead to the development of teachers with confidence, creativity, flexibility and teachers) because it can lead to the development of teachers with confidence, creativity, flexibility and self-esteem who can respond to the actual needs and wants of their learners. Providing teachers (and even trainee esteem who can respond to the actual needs and wants of their learners. Providing teachers (and even trainee teachers) with the opportunity to develop expertise for themselves as materials developers can quite definitely teachers) with the opportunity to develop expertise for themselves as materials developers can quite definitely help them to develop and grow.

help them to develop and grow.

The Aims of a Teacher Development Course The Aims of a Teacher Development Course

I think the main objective of a teacher development course is simply to help the participants to become good I think the main objective of a teacher development course is simply to help the participants to become good teachers. But what is a Good Language Teacher? Are the characteristics of a Good Language Teacher teachers. But what is a Good Language Teacher? Are the characteristics of a Good Language Teacher self-evident or is there disagreement about them? Are they universal or are they culture specific?

evident or is there disagreement about them? Are they universal or are they culture specific?

In a workshop which I ran at the MELTA 2003 Conference in Subang, I asked the participants to complete a In a workshop which I ran at the MELTA 2003 Conference in Subang, I asked the participants to complete a questionnaire about their view of the Good Teacher. What do you think were the five main characteristics of the questionnaire about their view of the Good Teacher. What do you think were the five main characteristics of the Good Language Teacher which were specified by this group of 30 Malaysian teachers and teacher trainers? Good Language Teacher which were specified by this group of 30 Malaysian teachers and teacher trainers? In his PhD thesis on learner reticence in Vietnam, Bao Dat characterised the Good Language Teacher as In his PhD thesis on learner reticence in Vietnam, Bao Dat characterised the Good Language Teacher as "cheerful, approachable and dedicated" (Dat, 2002). I have taught in seven countries and visited classrooms in "cheerful, approachable and dedicated" (Dat, 2002). I have taught in seven countries and visited classrooms in 40. I basically agree with Dat and think his definition is universally true. The 30 Malaysian respondents to my 40. I basically agree with Dat and think his definition is universally true. The 30 Malaysian respondents to my questionnaire seemed to agree too. When asked to say what they think is the main characteristic of the Good questionnaire seemed to agree too. When asked to say what they think is the main characteristic of the Good Language Teacher there were many different answers. Those responses receiving more than one mention were: Language Teacher there were many different answers. Those responses receiving more than one mention were: The Good Language Teacher

The Good Language Teacher

Characteristic Grade

1

1 has has positive positive self-esteem self-esteem 92%92% 1

1 takes takes initiative initiative 92%92%

1

1 bases bases their their teaching teaching on on the the needs, needs, wants wants and and responses responses of of their their learners learners 92%92% 4 4 is is flexible flexible 88%88% 4 4 is is creative creative 88%88% 4 4 is is patient patient 88%88% 7

7 has has a a good good sense sense of of humour humour

84% 84% 7

7 is is well-organised well-organised 84%84%

7

7 is is an an expert expert on on the the target target languagelanguage

84% 84%

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10

10 has has a a large large and and varied varied repertoire repertoire of of pedagogical pedagogical procedures procedures 80%80% 11

11 makes makes principled principled selections selections from from their their repertoirrepertoire e in in relation relation to to their their ownown personali

personality, ty, beliefs beliefs and and teaching teaching style style preferences preferences 72%72% 12

12 provides provides thorough thorough preparatiopreparation n for for exams exams 71%71% 13

13 times times their their lessons lessons well well 70%70% 14

14 has has authority authority 68%68%

15 is

15 is able able to to cover cover the the coursebook coursebook in in the the time time allocated allocated 52%52%

The respondents were also asked to rate 15 characteristics of the Good Language Teacher on a scale of 1-5, in The respondents were also asked to rate 15 characteristics of the Good Language Teacher on a scale of 1-5, in which 1 indicates complete disagreement and 5 indicates complete agreement. This is how they responded: which 1 indicates complete disagreement and 5 indicates complete agreement. This is how they responded: ::

::Adaptable (5)Adaptable (5) ::

::Knowledgeable about the target language (5)Knowledgeable about the target language (5) :: ::Innovative (3)Innovative (3) :: :: Positive (3)Positive (3) :: ::Motivating (3)Motivating (3) ::

::Proficient in the target language (3)Proficient in the target language (3) :: ::EnthusiastEnthusiastic ic (2)(2) :: ::"Enjoyable" (2)"Enjoyable" (2) :: :: Creative (2)Creative (2)

My own characterisation of the Good Language Teacher (which I listed before the MELTA Conference) is that My own characterisation of the Good Language Teacher (which I listed before the MELTA Conference) is that the Good Language Teacher:

the Good Language Teacher: ::

::is patient and is patient and supportivesupportive ::

:: has a good sense of humour has a good sense of humour ::

:: is enthusiastic about teaching and positive towards their learnersis enthusiastic about teaching and positive towards their learners ::

::is a confident teacher with positive self-esteemis a confident teacher with positive self-esteem ::

::is interesting, stimulating and creativeis interesting, stimulating and creative ::

::is a good communicator is a good communicator ::

:: is flexibleis flexible ::

:: takes initiativetakes initiative ::

::is sensitive to the needs and wants of each of their learnersis sensitive to the needs and wants of each of their learners ::

::teaches responsivelyteaches responsively ::

::is critically aware of current theoretical and methodological developmentsis critically aware of current theoretical and methodological developments ::

::has a large and varied repertoire of pedagogical procedureshas a large and varied repertoire of pedagogical procedures ::

::makes principled and modified selections from their repertoire in relation to the needs, wants, learning stylemakes principled and modified selections from their repertoire in relation to the needs, wants, learning style preferences and expectations of their learners, their own personality, beliefs and teaching style preferences, and preferences and expectations of their learners, their own personality, beliefs and teaching style preferences, and

the social and educational cultures of their teaching context the social and educational cultures of their teaching context ::

::is a proficient user of is a proficient user of the target languagethe target language ::

:: is positively aware of how the target language is used for communicationis positively aware of how the target language is used for communication ::

:: is positively aware of the cultures of the learners and of users of the target languageis positively aware of the cultures of the learners and of users of the target language

Would you add to, delete or modify any of these characteristics? Notice how many of them relate to personal Would you add to, delete or modify any of these characteristics? Notice how many of them relate to personal attitudes and characteristics rather than to expertise in the theory and practice of language teaching. In my view, attitudes and characteristics rather than to expertise in the theory and practice of language teaching. In my view, such attributes cannot be given to teachers through training or education approaches; they can only be nurtured such attributes cannot be given to teachers through training or education approaches; they can only be nurtured and supported through a teacher development approach.

and supported through a teacher development approach. Materials Development for Teacher Development Materials Development for Teacher Development

There are many useful ways of giving teachers new experience to reflect on in order to achieve personal and There are many useful ways of giving teachers new experience to reflect on in order to achieve personal and professional development (for example, through peer teaching, experimental teaching and focussed observation professional development (for example, through peer teaching, experimental teaching and focussed observation of other teachers). In my experience though, by far the most effective way to achieve this is through a course in of other teachers). In my experience though, by far the most effective way to achieve this is through a course in materials development.

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What Materials Development Can Achieve What Materials Development Can Achieve

I have found that materials development can help teachers to develop the following characteristics of the Good I have found that materials development can help teachers to develop the following characteristics of the Good Language Teacher in the following ways:

Language Teacher in the following ways:

Characteristic Procedure

Is

Is patient patient and and supportive supportive Asked Asked to:to:

::

::write materials in which learning points arewrite materials in which learning points are recycled, the effects of instruction are assumed recycled, the effects of instruction are assumed to be delayed and only partial achievement is to be delayed and only partial achievement is expected

expected

::

::be supportive and realistic in the way theybe supportive and realistic in the way they write task instructions and give advice write task instructions and give advice Has

Has a a good good sense sense of of humour humour Asked Asked to to find find and and exploit exploit texts texts which which mightmight make students laugh

make students laugh Is enthusiastic, positive and

Is enthusiastic, positive and confident

confident

Helped to achieve challenges which result in Helped to achieve challenges which result in innovative materials likely to engage both innovative materials likely to engage both teacher and learners

teacher and learners Is interesting, stimulating

Is interesting, stimulating and creative

and creative

Challenge

Challenged to d to develop original materials indevelop original materials in novel ways

novel ways Is

Is a a good good communicator communicator Frequent Frequent peer peer and and mentor mentor feedback feedback leading leading toto improved clarity, cohesion and coherence improved clarity, cohesion and coherence Is

Is flexible and flexible and takes takes initiative initiative Asked Asked to to use use a a flexible flexible framework framework variably variably inin relation to different target needs and wants and relation to different target needs and wants and to develop flexible frameworks for themselves to develop flexible frameworks for themselves Is sensitive to the needs and

Is sensitive to the needs and wants of each of her

wants of each of her learners andlearners and teaches responsively

teaches responsively

Is asked to: Is asked to: ::

::conduct learner needs and wants analysesconduct learner needs and wants analyses ::

::anticipate learner responses to texts andanticipate learner responses to texts and activities and to advise teachers how to respond activities and to advise teachers how to respond to them in Teachers’ Guides

to them in Teachers’ Guides Is critically aware of current

Is critically aware of current theoretical and methodological theoretical and methodological developments

developments

Asked to evaluate articles and chapters and to Asked to evaluate articles and chapters and to make use of them in evaluation, adaptation and make use of them in evaluation, adaptation and production tasks

production tasks Has a large and varied repertoire

Has a large and varied repertoire of pedagogical procedures of pedagogical procedures

Introduced to many novel task types and asked Introduced to many novel task types and asked to develop materials based on them

to develop materials based on them

Makes principled selections from her repertoire Makes principled selections from her repertoire in relation to:

in relation to:

::

::the needs, wants, learning style preferencesthe needs, wants, learning style preferences and expectations of her learners

and expectations of her learners

::

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preferences preferences

::

:: the social and educational culturesthe social and educational cultures

Given varying learner profiles and asked to Given varying learner profiles and asked to design and justify differing materials for them design and justify differing materials for them Is a proficient user of the target

Is a proficient user of the target language

language

Rich exposure to language in use + focussed Rich exposure to language in use + focussed attention on the features being ‘

attention on the features being ‘taught’taught’ Has awareness of the realities of

Has awareness of the realities of the target language and of the L1 the target language and of the L1 and L2 cultures

and L2 cultures

Given awareness tasks to do themselves prior to Given awareness tasks to do themselves prior to developing awarene

developing awareness tasks ss tasks for learnersfor learners

The Principles of

The Principles of Materials Development for Teacher DevelopmentMaterials Development for Teacher Development

In the ten years that I have been running materials development courses for teacher development, I have come to In the ten years that I have been running materials development courses for teacher development, I have come to the conclusion that for a materials development course to contribute to the development of Good Language the conclusion that for a materials development course to contribute to the development of Good Language Teachers it should:

Teachers it should: ::

::provide rich and varied experience so that the teachers have concrete experience to base their developingprovide rich and varied experience so that the teachers have concrete experience to base their developing principles, conceptualisations and theories on

principles, conceptualisations and theories on ::

:: provide a variety of context specific briefs, so that the teachers are aware of the need for variability inprovide a variety of context specific briefs, so that the teachers are aware of the need for variability in materials development and in teaching, and in order to help them become flexible and versatile

materials development and in teaching, and in order to help them become flexible and versatile ::

:: set achievable challenges so that the teachers are pushed into thinking in new ways, and developing new skillsset achievable challenges so that the teachers are pushed into thinking in new ways, and developing new skills within a supportive environment which makes ultimate attainment feasible

within a supportive environment which makes ultimate attainment feasible ::

:: encourage cooperative learning, so that the teachers can learn from each other and can learn how to work encourage cooperative learning, so that the teachers can learn from each other and can learn how to work together in teams

together in teams ::

:: encourage peer monitoring and feedback, so that the teachers can share their innovations and can gain fromencourage peer monitoring and feedback, so that the teachers can share their innovations and can gain from peer insights

peer insights ::

::encourage reflection and self-evaluation, so that the teachers can learn from themselves and can develop theencourage reflection and self-evaluation, so that the teachers can learn from themselves and can develop the habit of positive but critical reflection on their attempts to help their learners

habit of positive but critical reflection on their attempts to help their learners ::

::provide constructive feedback, so that the teachers are encouraged and can learn from the experience andprovide constructive feedback, so that the teachers are encouraged and can learn from the experience and expertise of their facilitators

expertise of their facilitators

An Example Framework for Materials Development for Teacher

An Example Framework for Materials Development for Teacher DevelopmentDevelopment

As a result of my ten years’ experience of running materials development for teacher development courses I As a result of my ten years’ experience of running materials development for teacher development courses I have developed a number of flexible course frameworks. Here is an example of the one that I have found to be have developed a number of flexible course frameworks. Here is an example of the one that I have found to be the most powerful for longer courses.

the most powerful for longer courses.

1. Experience as learners of demonstrations of novel approaches and tasks 1. Experience as learners of demonstrations of novel approaches and tasks

I usually start my courses by using some of my own materials to give the participants experience of approaches I usually start my courses by using some of my own materials to give the participants experience of approaches and tasks they are unlikely to have encountered before. Depending on the actual group of teachers, the

and tasks they are unlikely to have encountered before. Depending on the actual group of teachers, the

approaches include TPR Plus (Tomlinson, 1994b; Islam, 2003), the Multi-Dimensional Approach (Tomlinson, approaches include TPR Plus (Tomlinson, 1994b; Islam, 2003), the Multi-Dimensional Approach (Tomlinson, 2001; Masuhara, 2003) and Language Awareness approaches (Bolitho and Tomlinson, 1995; Tomlinson, 1994; 2001; Masuhara, 2003) and Language Awareness approaches (Bolitho and Tomlinson, 1995; Tomlinson, 1994; Bolitho et al, 2003). The objective is not to train the participants to use these approaches, but to give them new Bolitho et al, 2003). The objective is not to train the participants to use these approaches, but to give them new experiences to reflect on.

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2. Analysis and evaluation of the approaches and tasks 2. Analysis and evaluation of the approaches and tasks

After experiencing a novel approach or task, the participants are asked to analyse it by listing its stages and After experiencing a novel approach or task, the participants are asked to analyse it by listing its stages and specifying the principles and objectives for each stage. They are then asked to evaluate it in relation to specified specifying the principles and objectives for each stage. They are then asked to evaluate it in relation to specified criteria (e.g. the validity of the principles; the coherence of the principles; the likelihood of achieving the

criteria (e.g. the validity of the principles; the coherence of the principles; the likelihood of achieving the

objectives; the suitability for a specific context of learning). As they evaluate an approach or task the participants objectives; the suitability for a specific context of learning). As they evaluate an approach or task the participants are encouraged to suggest improvements.

are encouraged to suggest improvements.

This procedure helps the participants to become more aware of principles and objectives and to become more This procedure helps the participants to become more aware of principles and objectives and to become more critical and perceptive about the materials and approaches available to them.

critical and perceptive about the materials and approaches available to them. 3. Impressionistic evaluation of textbook materials

3. Impressionistic evaluation of textbook materials

This stage is usually done in groups and provides a way of helping the participants to articulate their principles This stage is usually done in groups and provides a way of helping the participants to articulate their principles and theories about language learning and teaching. It is also a preparation for Stage 5.

and theories about language learning and teaching. It is also a preparation for Stage 5. 4. Development of criteria for

4. Development of criteria for materials evaluationmaterials evaluation

This is a long and difficult stage during which the participants are helped to develop a number of answerable and This is a long and difficult stage during which the participants are helped to develop a number of answerable and informative criteria according to the following categories:

informative criteria according to the following categories: ::

::Universal Criteria (i.e. those applicable to any instance of language learning material)Universal Criteria (i.e. those applicable to any instance of language learning material) ::

::Content Specific Criteria (i.e. those applicable to the type of materials (e.g. business English; listening skills;Content Specific Criteria (i.e. those applicable to the type of materials (e.g. business English; listening skills; extensive reading)

extensive reading) ::

:: Medium Specific Criteria (i.e. those applicable to the medium of the materials (e.g. textbook; video course;Medium Specific Criteria (i.e. those applicable to the medium of the materials (e.g. textbook; video course; computer assisted course)

computer assisted course) ::

:: Local Criteria (i.e. those related to specific contexts of learning)Local Criteria (i.e. those related to specific contexts of learning)

This stage is done in groups and gets the participants to think very carefully about the characteristics of good This stage is done in groups and gets the participants to think very carefully about the characteristics of good language learning materials.

language learning materials.

For a more detailed description of the development of evaluation criteria see Tomlinson (2003b). For a more detailed description of the development of evaluation criteria see Tomlinson (2003b). 5. Criterion referenced evaluation of the same material as in 3 above

5. Criterion referenced evaluation of the same material as in 3 above

In the same groups as in 3 above, the participants evaluate the same materials again. This time they evaluate the In the same groups as in 3 above, the participants evaluate the same materials again. This time they evaluate the materials in relation to a specified context of learning and they use the criteria they have developed in 4 above. materials in relation to a specified context of learning and they use the criteria they have developed in 4 above. As they conduct the evaluation, they invariably add extra criteria and go back to modify or even delete the As they conduct the evaluation, they invariably add extra criteria and go back to modify or even delete the criteria they developed in 4 above.

criteria they developed in 4 above. Often the results of the

Often the results of the evaluatioevaluation are very different from those n are very different from those of the impressionistic evaluaof the impressionistic evaluation and thetion and the

participants learn the importance of evaluating materials and methods in relation to specific contexts of learning participants learn the importance of evaluating materials and methods in relation to specific contexts of learning

rather than in

rather than in isolation.isolation.

6. Reading of relevant articles, extracts and chapters 6. Reading of relevant articles, extracts and chapters

The participants are guided towards relevant literature on language acquisition, on materials development and on The participants are guided towards relevant literature on language acquisition, on materials development and on language teaching methodology. Because of their experience of actually considering and applying principles of language teaching methodology. Because of their experience of actually considering and applying principles of language acquisition, the participants are usually able to be constructively critical of what they read and to really language acquisition, the participants are usually able to be constructively critical of what they read and to really appreciate anything which they had not thought of before which is of potential benefit to them as teachers and as appreciate anything which they had not thought of before which is of potential benefit to them as teachers and as materials developers.

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7. Evaluation of relevant articles, extracts and chapters 7. Evaluation of relevant articles, extracts and chapters

In groups, the participants formalise the process of evaluation begun in 6 and note down anything which they In groups, the participants formalise the process of evaluation begun in 6 and note down anything which they think might be useful for them on and after the course.

think might be useful for them on and after the course. 8. Context specific adaptation of

8. Context specific adaptation of materialsmaterials

The participants are given demonstrations of adaptations of material and work together to develop sets of The participants are given demonstrations of adaptations of material and work together to develop sets of principles and procedures for effective adaptation. They then use them to develop adaptations of specified principles and procedures for effective adaptation. They then use them to develop adaptations of specified

materials for specific learning contexts using the following stages of development: materials for specific learning contexts using the following stages of development: ::

:: Profile of target Profile of target audienceaudience ::

::Specification of evaluation criteria* Evaluation of the materialsSpecification of evaluation criteria* Evaluation of the materials ::

::Specification of sections of the materials for deletion, replacement, reduction, addition, expansion,Specification of sections of the materials for deletion, replacement, reduction, addition, expansion, modificatio

modification n and and supplemensupplementationtation ::

::Adaptation of the materialsAdaptation of the materials ::

:: Evaluation of the adapted materialsEvaluation of the adapted materials

9. Context specific design and production of materials 9. Context specific design and production of materials

The participants are given target contexts of learning (either related to their teaching contexts or in deliberately The participants are given target contexts of learning (either related to their teaching contexts or in deliberately divergent simulations) and are given time to design and produce principled materials for those contexts.

divergent simulations) and are given time to design and produce principled materials for those contexts. Normally, this is done in groups and the facilitators are available to give feedback and advice.

Normally, this is done in groups and the facilitators are available to give feedback and advice. 10. Self- and peer-evaluation of the materials produced

10. Self- and peer-evaluation of the materials produced

At intervals, the writers evaluate their own materials against predetermined criteria and give their materials for At intervals, the writers evaluate their own materials against predetermined criteria and give their materials for further evaluation to a peer monitor group as well.

further evaluation to a peer monitor group as well. 11. Revision of the materials

11. Revision of the materials

The materials are revised in relation to the feedback from the evaluations. The materials are revised in relation to the feedback from the evaluations. 12. Demonstration and theoretical justification of the

12. Demonstration and theoretical justification of the materialsmaterials

The participants demonstrate their materials to their peers and explain the principles which have driven them. The participants demonstrate their materials to their peers and explain the principles which have driven them. They also answer questions from their facilitators and peers and listen to suggestions for improvement. Or they They also answer questions from their facilitators and peers and listen to suggestions for improvement. Or they write up their materials and their theoretical justification for them and submit them to their facilitators for write up their materials and their theoretical justification for them and submit them to their facilitators for

feedback. On the MA in Materials Development for Language Teaching, for example, the participants produce a feedback. On the MA in Materials Development for Language Teaching, for example, the participants produce a complete course of materials plus a theoretical justification in lieu of a dissertation.

complete course of materials plus a theoretical justification in lieu of a dissertation. 13. Further Revision

13. Further Revision

Materials are never perfect and the participants continue to revise their materials for use in the classroom or for Materials are never perfect and the participants continue to revise their materials for use in the classroom or for publication.

publication.

For a more detailed description of the use of this framework see Tomlinson (2003a). For a more detailed description of the use of this framework see Tomlinson (2003a). Conclusion

Conclusion

A 'materials development as teacher development' course can not only help teachers to develop useful expertise A 'materials development as teacher development' course can not only help teachers to develop useful expertise as materials developers. It can also help teachers to articulate and develop their own theories of language

as materials developers. It can also help teachers to articulate and develop their own theories of language

learning and teaching, to develop skills which can enable them to apply these theories to practice, and to develop learning and teaching, to develop skills which can enable them to apply these theories to practice, and to develop personal attributes which can help them to become more confident and positive people and more effective

personal attributes which can help them to become more confident and positive people and more effective teachers too.

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