COLEGIO DE SAN ANTONIO DE PADUA

Ramon M. Durano Foundation Compound

Guinsay, Danao City
Education Department
S.Y. 2020-2021

Module 1
in
Language Learning Materials
Development

Prepared by: Jhanay G. Calzada

_______________________________________________
Student’s Name
2021

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 Preface

Like many language teaching professionals, I entered the field of language teaching as a
classroom teacher, anticipating that as I accumulated experience and professional knowledge, I
would become a better teacher. As many others have discovered, however, I soon came to realize
that being an effective teacher meant much more than becoming a more skillful and
knowledgeable classroom practitioner. It meant learning how to develop and adapt materials, to
plan and evaluate courses, to adapt teaching to students' needs, and to function within an
institutional setting. It became clear that effective teaching was dependent on understanding the
context for teaching, the needs of teachers and learners, the careful planning of courses and
materials, as well as the monitoring of teaching and learning. In short, it was necessary to try to
understand teaching as a part of an interrelated set of factors and processes that are often referred
to as curriculum development.

This book seeks to describe and examine the processes of curriculum development in language
teaching in order to acquaint language teachers and teachers-in-training with fundamental issues
and practices in language curriculum development. Curriculum development is an essentially
practical activity since it seeks to improve the quality of language teaching through the use of
systematic planning, development, and review practices in all aspects of a language program.
The book tries to provide as many examples as possible of how some of the practical problems in
language program development have been addressed by practitioners in many parts of the world.

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 Table of Contents

Module Page No. Date

Cover Page 2

Table of Contents 3

Module 1: Defining Religion 4

Lesson 1:Definition of Materials Development

Learning Experience 5-7

Lesson 2: Principles and Procedures of Materials

Development
Learning Experience 8-11

Reference 12

LESSON 1: LEARNING ACTIVITIES

Activity 1: Share it! 13
Activity 2: Picture me 14
Activity 3: Essay 15
Self-Assessment 16

LESSON 2: LEARNING ACTIVITIES

Activity 1: Picture Me! 17
Activity 2: Create 18
Activity 3: Create 19
Self-Assessment 20

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 Module
Definition of Materials

1 Development

Introduction:
Most countries attribute the English Language to be the global language. As a result,
English is used in international communication both orally and in written communication, for
general as well as specific needs. English teachers usually teach their students by using available
textbooks. However, such learning materials which are ideally suitable for the needs of the
students are not always available. This situation should not discourage teachers as far as they
have the objectives of the teaching. By having objectives of the teaching/learning or being
familiar with the needs of the learners, the teachers can develop their own materials for the
learners to achieve the objectives or to fulfil the learner’s need.
A decade ago, a collection titled Materials development in language teaching edited by
Tomlinson (1998) made little reference to the contribution of computers, apart from a discussion
of corpus data and concordances and Alan Maley’s observation that man stands on the threshold
of a new generation of computerised materials for language teaching. The absence of a focus on
computer-assisted language learning materials in that collection was remarked on (Johnson,
1999; Levy, 2006), as an indicator of the divide between CALL and the wider field of language
teaching. In the decade since Tomlinson’s book, opportunities for language learning and teaching
have been further transformed by the rapid development of a wide range of technology mediated
resources, materials, tasks and learning environments. The place of these developments in the
field of language teaching has been the subject of debate. Coleman (2005), for example, argues
that current research and practice in CALL has the potential to enhance our understanding of
language learning and teaching, but that it remains in a relatively marginal position.
This course engages the pre-service English teachers in the selection, development,
production, and evaluation of variety of language teaching and learning resources based on the
identified K to 12 learning competencies. Through these activities, they are able to demonstrate
content knowledge on the principles and procedures of language materials development.
Students show competence in employing innovative strategies on the design and development of
contextualized and localized instructional materials that provide opportunities for meaningful,
purposeful language use thereby facilitate language learning and teaching

At the end of the course, the pre-service teachers should be able to:

A. demonstrate content knowledge on the principles and procedures of designing and developing
contextualized and localized materials; and,

B. show competence in the selection and development of language learning materials.

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 Lesson 1

I. Topic: Definition of Materials Development

II. Objectives: At the end of the lesson, learners are expected to:

a. discuss the definition of materials and materials development;

b. cite examples of language learning materials used in the classroom; and,
c. point out the negative and positive trends of materials development.

III. Content:

What is Materials Development?

Materials development is both a field of study and a practical undertaking. As a

field, it studies the principles and procedures of the design, implementation and
evaluation of language teaching materials. (Tomlinson 2001)

It is anything done by materials developers or teachers to facilitate the learning of

the language teaching and a conscious process which consist of the committing to
memory of information relevant to what is being learned.

What is a Material?

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 It is a matter or substance from which something can be made. Tools or apparatus
for the performance of a given task, like having a logical connection with a subject matter
or the consequential events or the knowledge of which would significantly effect a
decision or course of action. It is a systematic description of the techniques and exercises
to be used in classroom teaching. The key in developing sound materials is to ensure that
they are describes and organized well enough so that teachers can use them with no
confusion and with a minimum of preparation time.

Teaching materials are one of the most crucial components in most language
programs since they generally serve as the basis for much of the language input learners
receive. They provide what should be learnt and practiced in a 4 walled environment; it
can be served as a form of teaching training, particularly for the inexperienced teachers.

Forms of Materials

1. Printed Materials: Textbook, student’s worksheet, pictures, photographs,

newspapers and magazines
2. Audio Materials: Cassette, compact disc, and mp3
3. Audio Visual Materials: Video compact disc, film, and mp4
4. Interactive Teaching Materials: Web based learning materials, computer assisted
instruction.
5. Authentic Materials: refer to the use in teaching of texts, photographs, video
selections, and other teaching resources that are not specially prepared for
pedagogical purposes, examples are; magazines, newspaper, TV broadcasts.

6. Created/ Artificial Materials: Any materials which are designed and intended for
learning and teaching purposes, example; textbooks.
 Teacher-produced Materials- play an important role to bridge the gap between the
classroom and he world outside. In doing so, teachers might produce their own
worksheets for their students.
 Student-produced Materials- teachers can ask the student to produce simple maps
that they know as the basis for an activity. In this way, students are then using
their own knowledge and personal background to produce learning materials for
their classmates.
 Students as materials- teachers could, for instance: ask a student to close his/her
eyes and describe what someone is wearing, describe what someone is wearing
until the rest of us can recognize that person; divide the class into pairs and ask
each pair to do one the above.

Current Issues in Materials Development

1. Value of the course book- The opinion is divided, some believed that the course
book is safe for the learner and saves time for the teachers and the learners. It
provides professional materials which have been monitored ad selected where we can
say that there is a quality control, and it helps administrate the standardized courses.
On the other hand, a text book disempowers teachers, which take the decisions away
from the teachers and imposed an outdated methodology.
2. Necessity in explicitly teaching language with rules and generalizations.

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 An issue whether language should be taught with explicit rules or implicitly teaches
language to learners. Tomlinson believed that rich exposure of language in use is
required.
3. Knowing the position of materials development in the framework of language
course design.
4. Authenticity of materials to be designed and the inclusion of affective factors to
develop motivating materials to engage language learners, in addition to features of
materials design at a universal level are other areas to read about. 

Current Trends in Materials Development

1. Text-driven Framework- an approach which doesn’t follow a syllabus but creates a

syllabus. Instead of starting from a predetermined teaching point, it starts with what is
the most important thing which is a potentially engaging text; a text which is likely
move the learners emotionally and will stimulate them to think.
2. Blended learning- s teaches combine digital media with more traditional forms of
teaching, their course materials and resources reflected the trend which emphasizes
the interaction between teachers and learners.
3. Mobile learning- online resources are more accessible with a mobile app or a
mobile-friendly version. An example is Wordable, it turns vocabulary-learning into a
fun, competitive game you could play with your friends.
4. Gamification- Appealing to football-lovers, Learn Match  (VE Vision Education
GmbH) uses training sessions, friendly matches, leagues and cup games to make
vocabulary learning fun for young learners. Get Set, Go! Phonics  (Oxford University
Press) uses chants, songs and games to help develop pre-school children’s
phonological awareness.
5. Embodied learning- Embodied learning is based on the idea that learning is not just
about remembering. It involves using the mind and the body, collaborating,
discussing and exploring. Learners need to be emotionally, intellectually, physically
and socially engaged
6. Creating and sharing content- While there’s much online content already out there
for learners, some programmes and apps allow learners to produce their own content
and share what they have created with others. Popular online sites
like Quizizz  and Socrative  allow both teachers and students to create online games
and play games that are shared by users from around the world. Websites
like Canva allow teachers and learners to express their creativity through posters,
social media memes and banners. Then there are mind mapping sites, comic-strip
creation sites and movie-editing/movie-making sites. Using content-creation tools
like these allow learners to use language creatively, and turn language practice into a
fun and engaging activity. ELTons finalist Brick by Brick  (StandFor/ FTD
Educaçāo) is one such course for younger learners that has them creating and
embarking on hands-on projects as they learn.

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 Lesson 2
I. Topic: Principles and Procedures of Materials Development

II. Objectives: At the end of the lesson, learners are expected to:

a. Cite the principles of material development for language learning;

b. relate the principles and theories of language learning to the development of
appropriate language learning materials; and,
c. Provide examples of materials that correspond to each principle of SLA.

III. Content:

Principles and Procedures of Material Development for Language Learning

In Hidalgo et al (1995) there are a number of writers from South-East Asia who
articulate principled approaches to materials development reflecting how they think
learners learn languages. Some of them propose frameworks and many list the principles
which drive their materials. Tomlinson (1998: 5-22) proposes 15 principles for materials
development which derive from second language acquisition research and experience. Of
these let’s focus on the following six as those which should drive ELT materials
development. Here are the main principles of language acquisition in developing
materials, and some of the principles for materials development which is derived from
them. As you read them you might like to evaluate their validity and usefulness and to
think of other principles of your own.

1. Make sure that the materials contain a lot of spoken and written texts which provide
extensive experience of language being used in order to achieve outcomes in a variety
of text types and genres in relation to topics, themes, events, locations etc. likely to be
meaningful to the target learners.
2. Make sure that the language the learners are exposed to is authentic in the sense that it
represents how the language is typically used. If the language is inauthentic because it
has been written or reduced to exemplify a particular language feature then the
learners will not acquire the ability to use the language typically or effectively. Much
has been written on the issue of authenticity and some experts consider that it is
useful to focus attention on a feature of a language by removing distracting
difficulties and complexities from sample texts. My position is that such contrived
focus might be of some value as an additional aid to help the learner to focus on
salient features but that prior and subsequent exposure to those features in authentic
use is essential.

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3. Make sure that the language input is contextualized. Language use is determined and
interpreted in relation to its context of use. De-contextualized examples do not
contain enough information about the user, the addressee(s), and the relationships
between the interactants, the setting, the intentions or the outcomes for them to be of
value to the language learner. I can, for example, think of at least three different
interpretations of, “Give him the keys. Let him drive it.” But I do not know what it
really means nor why the speaker has used the imperative until I know who is saying
it, who they are saying it to, what the relationship between them is, where they are,
what has happened before and what the objectives of the conversation are. Only
extended samples of language in contextualized use can provide learners with the
‘information’ they need to develop awareness of how the target language is actually
used.
4. Make sure that the learners are exposed to sufficient samples of language in authentic
use to provide natural re-cycling of language items and features which might be
useful for the learners to acquire.

Principles of Second Language Acquisition (SLA) Relevant to the

Development of Materials

1 Principle of Language Acquisition

A pre-requisite for language acquisition is that the learners are exposed to a rich,
meaningful and comprehensible input of language in use. In order to acquire the ability to
use the language effectively the learners need a lot of experience of the language being
used in a variety of different ways for a variety of purposes. They need to be able to
understand enough of this input to gain positive access to it and it needs to be meaningful
to them (Krashen 1985). They also need to experience particular language items and
features many times in meaningful and comprehensible input in order to eventually
acquire them. Each encounter helps to elaborate and deepen awareness and to facilitate
the development of hypotheses needed for eventual acquisition

 Make sure that the materials contain a lot of spoken and written texts which provide
extensive experience of language being used in order to achieve outcomes in a variety
of text types and genres in relation to topics, themes, events, locations etc. likely to be
meaningful to the target learners.
 Make sure that the language the learners are exposed to is authentic in the sense that it
represents how the language is typically used. If the language is inauthentic because it
has been written or reduced to exemplify a particular language feature then the
learners will not acquire the ability to use the language typically or effectively.
 Make sure that the language input is contextualized. Language use is determined and
interpreted in relation to its context of use. De-contextualized examples do not
contain enough information about the user, the addressee(s), and the relationships
between the interactants, the setting, the intentions or the outcomes for them to be of
value to the language learner. I can, for example, think of at least three different
interpretations of, “Give him the keys. Let him drive it.” But I do not know what it
really means nor why the speaker has used the imperative until I know who is saying
it, who they are saying it to, what the relationship between them is, where they are,
what has happened before and what the objectives of the conversation are. Only
extended samples of language in contextualized use can provide learners with the

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 ‘information’ they need to develop awareness of how the target language is actually
used
 Make sure that the learners are exposed to sufficient samples of language in authentic
use to provide natural re-cycling of language items and features which might be
useful for the learners to acquire.

2 Principle of Language Acquisition

In order for the learners to maximize their exposure to language in use they need
to be engaged both affectively and cognitively in the language experience. If the learners
do not think and feel whilst experiencing the language they are unlikely to acquire any
elements of it (Arnold 1999). Thinking whilst experiencing language in use helps to
achieve the deep processing required for effective and durable learning and it helps
learners to transfer high level skills such as predicting, connecting, interpreting and
evaluating to second language use. If the learners do not feel any emotion whilst exposed
to language in use they are unlikely to acquire anything from their experience. Feeling
enjoyment, pleasure and happiness, feeling empathy, being amused, being excited and
being stimulated are most likely to influence acquisition positively but feeling annoyance,
anger, fear, opposition and sadness is more useful than feeling nothing at all.

 Prioritize the potential for engagement by, for example, basing a unit on a text or a
task which is likely to achieve affective and cognitive engagement rather than on a
teaching point selected from a syllabus.
 Make use of activities which get the learners to think about what they are reading or
listening to and to respond to it personally.
 Make use of activities which get learners to think and feel before during and after
using the target language for communication.

3 Principle of Language Acquisition

Language learners need to be positive about the target language, about their
learning environment, about their teachers, about their fellow learners and about their
learning materials (Arnold 1999).. They also need to achieve positive self-esteem and to
feel that they are achieving something worthwhile. Above all they need to be emotionally
involved in the learning process and to respond by laughing, getting angry, feeling
sympathy, feeling happy, feeling sad etc. Positive emotions seem to be the most useful in
relation to language acquisition but it is much better to feel angry than to feel nothing at
all.

 Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so
as to exert a positive influence on the learners’ attitudes to the language and to the
process of learning it.
 Set achievable challenges which help to raise the learners’ self-esteem when success
is accomplished
 Stimulate emotive responses through the use of music, song, literature, art etc.,
through making use of controversial and provocative texts, through personalization
and through inviting learners to articulate their feelings about a text before asking
them to analyze it.

4 Principle of Language Acquisition

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 In L1 learning and use learners typically make use of mental imaging (e.g. seeing
pictures in their mind), of inner speech, of emotional responses, of connections with their
own lives, of evaluations, of predictions, of personal interpretations. In L2 learning and
use learners typically focus narrowly on linguistic decoding and encoding. Multi-
dimensional representation of language experienced and used can enrich the learning
process in ways which promote durable acquisition, the transfer from learning activities
to real life use, the development of the ability to use the language effectively in a variety
of situations for a variety of uses and the self-esteem which derives from performing in
the L2 in ways as complex as they typically do in the L1. See Tomlinson and Avila
(2007) for example, for principled suggestions as to how making use of multi-
dimensional mental representation can help L2 learners
 Make use of activities which get learners to visualize and/or use inner speech before
during and after experiencing a written or spoken text.
 Make use of activities which get learners to visualize and/or use inner speech before
during and after using language themselves.
 Make use of activities which help the learners to reflect on their mental activity
during a task and then to try to make more use of mental strategies in a similar task.

5 Principle of Language Acquisition

Language learners can benefit from noticing salient features of the input. If
learners notice for themselves how a particular language item or feature is used, they are
more likely to develop their language awareness (Bolitho et al 2003) and they are also
more likely to achieve readiness for acquisition. Such noticing is most salient when a
learner has been engaged in a text affectively and cognitively and then returns to it to
investigate its language use. This is likely to lead to the learner paying more attention to
similar uses of that item or feature in subsequent inputs and to increase its potential for
eventual acquisition

 Use an experiential approach in which the learners are first of all provided with an
experience which engages them holistically. From this experience they learn
implicitly without focusing conscious attention on any particular features of the
experience. Later they re-visit and reflect on the experience and pay conscious
attention to features of it in order to achieve explicit learning. This enables the
learners to apprehend before they comprehend and to intuit before they explore. And
it means that when they focus narrowly on a specific feature of the text they are able
to develop their discoveries in relation to their awareness of the full context of use.
 Rather than drawing the learners’ attention to a particular feature of a text and then
providing explicit information about its use it is much more powerful to help the
learners (preferably in collaboration) to make discoveries for themselves.

6 Principle of Language Acquisition

Learners need opportunities to use language to try to achieve communicative

purposes. When using language in this way they are gaining feedback on the hypotheses
they have developed as a result of generalizing on the language in their intake and on
their ability to make use of them effectively. If they are participating in interaction, they
are also being pushed to clarify and elaborate and they are also likely to elicit meaningful
and comprehensible input from their interlocutors.

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  Provide many opportunities for the learners to produce language in order to achieve
intended outcomes.
 Make sure that these output activities are designed so that the learners are using
language rather than just practicing specified features of it.
 Design output activities so that they help learners to develop their ability to
communicate fluently, accurately, appropriately and effectively.
 Make sure that the output activities are fully contextualized in that the learners are
responding to an authentic stimulus (e.g. a text, a need, a viewpoint, an event), that
they have specific addressees and that they have a clear intended outcome in mind.
 Try to ensure that opportunities for feedback are built into output activities and are
provided for the learners afterwards.

Lesson 2

I. Topic:

References

http://www.iraal.ie/uploads/1/3/5/8/13582401/20120516mishan_slides.pdf

https://www.fortell.org/content/significance-materials-development-language-teaching

https://www.slideshare.net/hassyb/materials-development-43271154

http://staffnew.uny.ac.id/upload/132305846/pendidikan/Issues+in+Madev.pdf

https://www.google.com/search?sxsrf=ALeKk018TFtPk7mpdmdPjNcQAsda4G3VrQ
%3A1607493405714&ei=HWfQX7SHK6TDmAWAopbQCg&q=who+should+develop+the+la
nguage+learning+materials&oq=who+should+develop+the+language+learning+materials&gs_lc
p=CgZwc3ktYWIQAzoHCCMQ6gIQJzoLCAAQsQMQgwEQyQM6BQgAELEDOggIABCxA
xCDAToFCC4QsQM6AggAOggIABCxAxDJAzoHCAAQyQMQQzoFCAAQyQM6BwgAEM
kDEAo6BAgAEAo6CggAEMkDEBQQhwI6BggAEBYQHjoICCEQFhAdEB46BwghEAoQoA
E6BQghEKABUNaLD1ikkxBgs5UQaANwAXgDgAHMBYgB8H6SAQ4wLjYuMjUuNS4zLjg
uMpgBAKABAaoBB2d3cy13aXqwAQrAAQE&sclient=psy-
ab&ved=0ahUKEwj0ibTLm8DtAhWkIaYKHQCRBaoQ4dUDCA0&uact=5

https://www.slideshare.net/SajjadTalebi/materials-development-in-elt

https://www.youtube.com/watch?v=LCme36nU5rU

http://www.iltec.pt/pdf/Principles%20and%20Procedures%20of%20Materials%20Development
%20Paper.pdf

https://www.google.com/search?
q=principles+of+material+development&oq=principles+of+material+&aqs=chrome.1.69i57j0i2
0i263i457j0j0i20i263j0l4.10449j0j7&sourceid=chrome&ie=UTF-8

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http://www.iltec.pt/pdf/Principles%20and%20Procedures%20of%20Materials%20Development
%20Paper.pdf

Lesson 1 Activities
Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L1. Activity 1: Essay.

Answer the following questions briefly.

1. What is Material Development?

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2. What are ‘Materials’? Why are these important in learning development?

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Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L1. Activity 2: Picture me.

Among the 6 forms of materials in language learning, choose 1 material (except Audio and
Audio Visual Material) and make a sample of the chosen material form. Paste your sample in the
box provided. Refer to page 5 and 6.

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Name: _____________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L1. Activity 3: Essay

1. Among the 4 current trends in material development, do you view these trends in a positive
perspective? Why?

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2. Among the 6 current trends in material development, what trend do you prefer to use as a
21st teacher?

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Name: _____________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

Lesson 1 Self-Assessment

1. Cite at least 1 issue of material development discussed in page 6. Do you find this issue a
problem in language learning material development? Why?

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2. As a student of education and a future teacher, how will you address the chosen issue? What
is your probable solution?

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Lesson 2 Activities

Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L2. Activity 1: Essay

1. What is the relevance of knowing the principles of second language acquisition (SLA) in
language materials development?

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Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L2. Activity 2: Create

Make a material that applies the first and principle of material development for language
learning. The material can be printed, authentic, or created/artificial material. Paste your output
in the box provided.

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Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

L2. Activity 3: Create

Make a material that applies the second and third principle of material development for language
learning. The material can be printed, authentic, or created/artificial material. Paste your output
in the box provided.

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Name: ______________________________________________________________________

Course &Section: ___________________________________ Date: ___________________

Lesson 2 Self-Assessment:

Answer the questions accordingly.

1. Name the 6 principles of SLA relevant to the development of materials.

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2. As a future teacher, why is it important to familiarize the principles of material development

for language learning?
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