INTRODUCTION TO
MATERIALS DEVELOPMENT
GROUP 1
Materials & Material Development
LESSON
OUTLINE
Trends & Issues in MD
Developer of the Material
Relevance of SLA Principles to MD
Principles & Procedures of MD
DEFINING MATERIALS
TLM or Teaching/Learning Materials refers to the range of
resources and lesson materials that teachers uses in
teaching.
These are used to support learning aims for all subjects as
set out by the Departments for Education in the National
Curriculum.
DEFINING MATERIALS
TLM enable teachers to offer more interactive, interesting
and engaging learning materials.
TLM encompasses everything that a teacher can use to
facilitate learning, from low-tech to high-tech.
It enables a teacher to enhance the learning experience of
the learners, moving away from the “chalk & talk” style of
teaching.
Studies have shown that the combination of
motivated teachers and well-planned learning
which makes good use of available
Teaching/Learning Materials is the key to
unlocking good progress.
What is Material
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.
It involves the production, evaluation and adaptation of language teaching
materials, by teachers for their own classrooms and by materials writers for
sale or distribution.
Materials can be linguistic, visual, auditory or kinesthetic, and they can be
presented in print, through live performance or display, or on cassette, CDROM, DVD or the internet.
They can be instructional, experiential, evocative or be exploratory
depending on the learning objectives and instruction itself.
Studies of materials development are recent phenomenon. It was treated as
a sub-section of methodology, in which materials were usually introduced
as examples of methods in action rather than as a means to explore the
principles and procedures of their development.
Books for teachers included examples of materials in each section or
separately at the end of a book.
WHAT’S ON TREND?
Positive Trends
 Shift in the educational landscape,
changes in the delivery of instruction
such as online and blended learning.
 More materials are now using corpus
data to reflect the practical use of
and
language in both written and spoken
encourage them to discover how
forms, which is essential for learners
specific expressions in the target
to effectively communicate in the
language are used in context, rather
current online environment.
 Stimulate
learners'
skills
than spoon-feeding them information.
Positive Trends
 More extensive reader series are being
created
with
fewer
linguistic
constraints.
 Increase in focus on personalized
learning materials, allowing learners to
tailor their learning experience to their
own needs and interests.
 There is a growing emphasis on
emotional engagement in materials
development,
where
learners
are
encouraged to connect emotionally
with the content to enhance their
learning experience.
Negative Trends/ Issues
 More pronounced return of central
grammar in Language Curriculum.
 Greater prominence in the teaching of
speaking and listening.
 Learners have short attention span.
 Learners do not gain if they are
engaged
activities.
in
intellectually
demand
 Neglect in the use of Literature.
 Predominance of analytical activities.
 Absence of controversial issues.
 Some teachers underestimate the
capability of their learners.
 Focused English as used by native
speakers.
WHO SHOULD DEVELOP LEARNING MATERIALS?
Community involvement and participation in the development and use of teaching and
learning materials is an essential part in developing children’s literacy skills. This is a
central component to sustainability and true transformation within a society.
Through the use of locally available
materials, parents, caregivers, siblings,
and learners themselves can develop
their own learning resources.
Principles of SLA
relevant to MD
A prerequisite for language acquisition is that the learners are exposed to a rich,
meaningful and comprehensible input of language in use.
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.
Language learners who achieve positive affect are much more likely to achieve
communicative competence than those who do not.
L2 language learners can benefit from using those mental resources which they
typically utilize when acquiring and using their L1.
Language learners can benefit from noticing salient features of the input and from
discovering how they are used.
Learners need opportunities to use language to try to achieve communicative
purposes.
PRINCIPLES OF MATERIALS
DEVELOPMENT
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.
PRINCIPLES OF MATERIALS
DEVELOPMENT
Use an experiential
approach in which the
learners are first of all
provided with an
experience which
engages them
holistically.
Help the
learners(preferably in
collaboration) to make
discoveries for
themselves.
Provide many
opportunities for the
learners to produce
language in order to
achieve intended
outcomes.
PRINCIPLES OF MATERIALS
DEVELOPMENT
Make sure that these
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 and
feedback are built into
output activities.
PROCEDURES FOR MATERIAL
DEVELOPMENT
1
Materials should have impact
o Novelty
o Variety
o Attractive presentation
o Appealing content
o Achievable challenge
2
Materials should help learners to feel at ease
o Informal discourse features
o Active rather than passive voice
o Concreteness
o Inclusiveness
3
Materials should help learners to develop confidence
o Asking learners to use simple language in
accomplishing tasks.
o Engaging them in tasks which are
stimulating
o Making up a story, short poem or
grammatical discovery
That’s all
THANKS!
REPORTERS
CUAÑO, EMARIE MAY D.
PADAYAO, GENESIS
ESCASA, RICHSOND
PAUNIL, ARVI
NAJE, RZARRUE
CREDITS
• Instructional Materials | Teaching/Learning Materials Definition (twinkl.com.ph)
• https://www.cambridge.org/core/books/abs/cambridge-guide-to-teaching-english-to-
speakers-of-other-languages/materials-development/
• Learning Guide 3 Current Trends in Materials Development - College of Teacher
Education Second – Studocu
• Current Trends and Issues in Materials Development | Positive Insights — Eightify
• 9780521157049pre_pi-xx.indd (cambridge.org)