3250860
Description
Mind Map by MARIANA ISABEL PEINADO NAVARRO, updated more than 1 year ago
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Created by MARIANA ISABEL PEINADO NAVARRO
over 9 years ago
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Language Teaching Materials and the
(Very) Big Picture
- LTM are cultural artefacts, no less rooted in a particular time and culture than any other instance of
human activity, and, as such, are shaped by the context in which they occur.
- ELT materials: the 1950s to the 1980s
- 1950's a period reflecting the birth of modern-day
language teaching.
- The late 1960s to the late
1970s
- Humanistic methodologies. A
well-known book from this
time was Stevick’s (1976)
“Memory, Meaning and
Method,” which featured
methodologies such as
Gattegno’s Silent Way
(Gattegno, 1972) and Lozanov’s
Suggestopaedia (Lozanov,
1978).
- Humanistic methodologies. A
well-known book from this
time was Stevick’s (1976)
“Memory, Meaning and
Method,” which featured
methodologies such as
Gattegno’s Silent Way
(Gattegno, 1972) and Lozanov’s
Suggestopaedia (Lozanov,
1978).
- The 1950s/60s and the Cold
War
- The 1958 National Defense
(Foreign Language) Act was
swiftly ushered in, providing
massive funds for the
development of language
programmes.
- “English Pattern Practice”
- “English Pattern Practice”
- The 1958 National Defense
(Foreign Language) Act was
swiftly ushered in, providing
massive funds for the
development of language
programmes.
- The 1970s to the mid
1980s
- individual’s particular needs
through models such as those
proposed by Munby (1981)
.‘Special Purposes’ as a distinct
branch of syllabus design.
- “The Good Language Learner” study
(1978) seemed to take up the
decade’s sentiment in showing how
language learning was a
person-centred activity, thereby
kick-starting a major new strand of
materials development: learner
training. A well-known example of
this is Ellis and Sinclair’s “Learning
to Learn English,”
- “The Good Language Learner” study
(1978) seemed to take up the
decade’s sentiment in showing how
language learning was a
person-centred activity, thereby
kick-starting a major new strand of
materials development: learner
training. A well-known example of
this is Ellis and Sinclair’s “Learning
to Learn English,”
- individual’s particular needs
through models such as those
proposed by Munby (1981)
.‘Special Purposes’ as a distinct
branch of syllabus design.
- The late 1960s to the late
1970s
- 1950's a period reflecting the birth of modern-day
language teaching.
- New imperatives on materials design: the mid
1980s onwards
- The variety of experimental and new approaches through the
1970s–1990s has now been superseded by a sameness throughout
commercial publishing.
- McDonaldization
- Materials are routinely packaged
into ‘chunks’ of two-page
workplans often known as ‘units,’
‘modules,’ ‘blocks,’ ‘themes’. ‘warm
up’ activities may be routinely
followed by some reading, which
may be followed by grammar
work, which may give way to
written practice, before ending
with some ‘freer work’ (the
traditional PPP model)
- Materials are routinely packaged
into ‘chunks’ of two-page
workplans often known as ‘units,’
‘modules,’ ‘blocks,’ ‘themes’. ‘warm
up’ activities may be routinely
followed by some reading, which
may be followed by grammar
work, which may give way to
written practice, before ending
with some ‘freer work’ (the
traditional PPP model)
- Neo-liberalism
- relates to a much broader
analysis of the social
context in which language
teaching takes place, that
of the nature of society as a
whole
- the commodification of
language knowledge is
showing extensive
development is in the
area of language
certification, e.g.
Cambridge University
- The proliferation of
language examinations may
constitute a good example
of how neoliberalism and
the market is shaping
language teaching
materials, a much more
significant development
from within the language
teaching profession itself
- The real danger we are facing is that centrally determined decisions, far
removed from the teachers and learners concerned, will attempt to
impose a uniformity on what happens in classrooms
- The real danger we are facing is that centrally determined decisions, far
removed from the teachers and learners concerned, will attempt to
impose a uniformity on what happens in classrooms
- The proliferation of
language examinations may
constitute a good example
of how neoliberalism and
the market is shaping
language teaching
materials, a much more
significant development
from within the language
teaching profession itself
- the commodification of
language knowledge is
showing extensive
development is in the
area of language
certification, e.g.
Cambridge University
- relates to a much broader
analysis of the social
context in which language
teaching takes place, that
of the nature of society as a
whole
- McDonaldization
- The variety of experimental and new approaches through the
1970s–1990s has now been superseded by a sameness throughout
commercial publishing.
- ELT materials: the 1950s to the 1980s
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