Professional Practice Module (ELT/ESP/EYL) 2010-2011 1 CENTRE FOR APPLIED LINGUISTICS MA in English Language Teaching (ELT/EYL/ESP) 2010-2011 Professional Practice General Aims This core course aims to enable you to develop skills in syllabus, course and materials design that will be useful to you as you extend your skills as an English language teaching professional. These skills may also be useful for you as you move into more senior positions within your profession. Such training is, for example, relevant to the work of advisory teachers, heads of department, resource managers, curriculum developers, materials writers and teacher trainers. This module aims to give you an overview of course design issues that are relevant for ELT, EYL and ESP. You will be able to identify yourself as working towards expertise as either: a specialist in the field of ELT for secondary and adult learners who are learning English for general rather than specific purposes a specialist in the field of EYL who wants to focus on course design and learning issues for young learners a specialist in the field of ESP who wants to look at particular professional or academic course design related to the specific needs of adults Specific Objectives The course aims to familiarise participants with theories, trends and issues in the field of course design and materials writing and evaluation. The module will aim to develop your understanding of: the linguistic and psychological underpinnings of different approaches to course design the relationship between syllabus, materials and methods in ELT the practical implications of adopting different approaches and principles in undertaking course and materials design ways in which course and materials development need to accommodate particular learner needs and particular cultural, educational and language contexts. It also aims to develop your capacity to: design courses and materials consistent with different theoretical frameworks and which are appropriate for different needs, levels and situations evaluate, select and adapt materials suitable for different needs and levels of learner Professional Practice Module (ELT/ESP/EYL) 2010-2011 2 write a rationale for your course and materials articulating their theoretical foundations appreciate the classroom implementation aspects of a particular course and its related materials implement specific ways to evaluate and assess course design and its implementation develop and extend your skills and capacity to work as a member of a materials design team or with a critical friend Course Structure We meet every Monday (10 – 1), Tuesday (10 – 1) and Friday (10 – 12) . In the second half of the module, regular sessions will be supplemented by ‘specialism’ sessions. You will be informed about these as we go along. ESP students will be offered specialist tutorials with Steve and Malcolm. EYL students will be offered specialist tutorials with Annamaria outside the structure of this timetable. The course is structured to provide four important strands: Strand 1; Introducing and extending concepts and issues related to curriculum, syllabus and materials design Strand 2; Preparing for your course design project assignment Strand 3; Developing skills in selecting, adapting, presenting and discussing materials Strand 4; Working in teams or with a critical friend Strand 1 – provides input and opportunities for discussion related to different types of syllabus and language description, linguistic and non-linguistic bases for course design, authenticity of texts and tasks, cultural context and content in materials, the relation between SLA and course design, the relationship between course design, methodology and specific materials. Strand 2 – provides information, examples and guidance in preparing for the assessed assignment. In this assignment, you present your Course Design Project. You may complete this project as an individual or as part of a team (see strand 4). Although time will be made available in sessions to work on your course design project, your tutors will be available for meetings in weeks 9 and 10 outside class time. This strand will cover steps in syllabus design: relationship between needs, goals, objectives and programme design. Strand 3 – provides opportunities for developing your skills in selecting, adapting, presenting and discussing materials. You will be asked to select written and oral texts; devise tasks for presenting new grammar and lexis; devise tasks for developing language skills; develop supplementary materials; write a teacher’s guide and supporting notes. Some sessions will require you to select, adapt and extend published materials. For these sessions you will be asked to form 'ad hoc' groups and to prepare materials out of class that you will bring for discussion and evaluation by others in the class. In the last week, there will be a mini-conference where you present an outline of your project, as well as a poster, either as an individual or as part of a group. Professional Practice Module (ELT/ESP/EYL) 2010-2011 3 Strand 4 – encourages you to experience either the process of collaborative course design or the process of working with a critical friend. In many context, materials writing projects are collaborative projects where groups of curriculum specialists and teachers together design materials, sometimes with the help of external specialists. If you decide to work as a team, you will have the opportunity to work in a design team and produce joint materials. However, these need to supported by individual rationales (your tutors will give you further details on this as appropriate). To help you derive the most benefit from this process, one of the tutors (who are experienced materials writers) will offer support to the group or individual. It is an important aspect of this course to give you the opportunity to work on a process of materials design and development in teams. However, we also recognise that your different specialisms and interests may make this impossible. In this case, we feel that you should adopt another kind of collaborative relationship. You will be encouraged to pair with a ‘critical friend’. Whether you work on your own or in a group, you will be expected to produce an assignment equivalent to 6000 words. Part of the assignment will be a course plan and sample materials, and part will be a rationale. The rationale, which will be written as an individual, should be 3000 words. This includes issues such as needs analysis, course design and evaluation. The course design and sample materials are weighted equally with the rationale. Their length will depend on their precise nature. You will be given more specific guidance on this later in the course. Course Content Detailed course content is provided below. The course has been designed to provide a variety of learning experiences. Working on this module will involve lectures, seminars and practical workshops during which there will be extensive reference to a wide range of syllabuses and materials. You are welcome to make available any materials currently in use in your own context for examination and evaluation. It is a good idea to become familiar with the range of published materials in the Resources Room. Professional Practice Module (ELT/ESP/EYL) 2010-2011 4 CENTRE FOR APPLIED LINGUISTICS MA in English Language Teaching (ELT/ESP/EYL) 2010-2010 PP Course Schedule Week Date Time Session tutor 6 Feb 14 10 -1 Introduction to Professional Practice Module Assignment Brief/ On-line support Team Processes /working in teams/collaboration Critical Friends AMP 6 Feb 15 10 11.25 Needs analysis Presenting need and setting objectives (Assignment strand) AMP 11.35-1 Context (Assignment strand) SM 6 Feb 18 10 -12 Presenting Materials 1 SM 7 Feb 21 10 11.25 Management of innovation SW 11.35-1 Syllabus and Course Design (1) MM 10 11.25 Presenting materials 2 SM 11.35-1 On-line, VLE, WWW materials SM 7 Feb 22 7 Feb 25 10 -12 Syllabus and Course Design (2) MM 8 Feb 28 10 11.25 Presenting Materials (3) SM 11.35-1 Rationale for Course Design (Assignment strand) SW 10 11.25 Reading and Writing Materials (ELT/ EYL/ESP) MM 11.35-1 Language Description and Course and Materials Design (ELT/EYL/ESP) SW 8 Mar. 1 This is the deadline for you to choose your route (ELT/EYL/ESP). You also need to finalise your group or individual status (in order for us to assign you to a mentor to appoint mentor). 8 Mar. 04 10 -12 SLA and course and materials design (ELT/EYL/ESP) AMP Professional Practice Module (ELT/ESP/EYL) 2010-2011 9 Mar. 7 5 10 11.25 Speaking and Listening Materials (ELT/EYL/ESP) MM 11.35-1 Educational Theory and Course and Materials Design (ELT/ESP/EYL) SW 9 Mar. 8 10 -1 A review of materials writing Dario Banegas 9 Mar. 11 10 -12 Develop presentations with mentors SW/AMP/SM/MM 10 Mar. 14 10- 1 Assessment and Evaluation(ELT/ESP/EYL) Developing a rationale for Policy on Assessment and Evaluation (Assignment strand) SW 10 Mar. 15 10-1 5 min presentations Poster presentations SW+AMP+SM+MM 10 Mar. 18 10-12 Layout, presentations and Teacher’s notes (Assignment strand) AMP Professional Practice Module (ELT/ESP/EYL) 2010-2011 6 DETAILED OVERVIEW OF SESSIONS Monday 14 February Introduction to Professional Practice Module 3 hours Annamaria Pinter This session introduces the structure of the Professional Practice module and enables you to get a clear idea of the expectations and rationale of the module design. It also covers key concepts such as CPD and reflective-practice. This session will help you to consider the pros and cons of working collaboratively on your course design project. We will consider team processes and the idea of a ‘critical friend’. The assignment brief will be explained and we will provide summaries of some projects that have been completed by previous students. Distinctions between ELT, EYL and ESP will be explored. We will also show you links to on-line resources on the PP web pages. Key References Richards J and Farrell T. 2005. Professional Development for Language Teachers. Cambridge: CUP. Cunningworth, A. 1984 Evaluating and Selecting EFL Teaching Materials. London: Heinnemann (Chapter 1). or the updated Cunningworth, A. 1995. Choosing your Textbook. London: Heinnemann (Chapter 1). Tuesday 15 February Needs analysis 1.5 hours Annamaria Pinter In this session we will look at needs analysis (linguistic, psychological, methodological and other needs). We will discuss how needs analysis might be conducted with different groups of learners in different contexts. Identifying your learners’ needs will help you to set meaningful objectives for your course. Key References Graves, K. (Ed.) 1996 Teachers as Course Developers. Cambridge: CUP Nunan D 1988 Syllabus Design. Oxford OUP Young J 2000 ‘Who needs analyses’ ELT Journal 54/1: 72-74 Tuesday 15 February Context (Assignment Strand) 1.5 hours Steve Mann In this session we will consider the importance of context in considerations of course design and materials production. Examples will be used. Holliday, A. Appropriate Methodology and Social Context. (Pages 195-218). Cambridge University Press Professional Practice Module (ELT/ESP/EYL) 2010-2011 7 McDonough, J. 2003. Materials and Methods in ELT: A Teacher's Guide (Applied Language Studies) (2nd Edition) (Pages 40-58) Tomlinson, B. 2010. ‘Principles in effective materials development’. In Harwood, N. English Language Materials: theory and practice. Pages 81-109. Cambridge University Press. Friday 18 Febuary Presenting Materials 1 2 hours Steve Mann In this session we will consider the range of resources at our disposal in selecting, adapting and extending materials. You will form groups in order to present materials in the next session (Presenting Materials 2). We also consider the issue of authentic materials in this session. Key References Badger, R. and MacDonald, M. 2011. Making it Real: Authenticity, Process and Pedagogy. Applied Linguistics. 578-582 Gilmore, A. 2004. A comparison of textbook and authentic interactions. ELT Journal, 58, 4:363-74 Gilmore, A. 2007. State of the art article: Authentic materials and authenticity in foreign language learning. Language Teaching 40/2: 97-118 (this article will be used for one of Sue’s later sessions too) Roberts, C. and M. Cooke. 2009. Authenticity in the adult ESOL classroom and beyond. TESOL Quarterly 43 620-42 Monday 21 February Management of innovation 1.5 hours Sue Wharton The Professional Practice course culminates in a course plan and associated materials for implementation in a specific context; i.e. a proposal for change. In this session we will introduce Systems Theory as a way of understanding educational institutions and individual agency within them. We will consider the complexities of introducing new plans and frameworks into educational institutions, and examine some factors which may help lead to success. Key References Clarke M 2003 Introduction to A place to stand. Michigan University Press Hall, D. & Hewings, A. (eds) 2001. Introduction to Innovation in English Language Teaching: a reader. London: Routledge. Graves, K. 2008. The language curriculum: a social contextual perspective. Language Teaching 41/2: 147-181 Wedell, M. 2009. Planning for educational change: putting people and their contexts first. London: Continuum. Professional Practice Module (ELT/ESP/EYL) 2010-2011 8 Monday 21 February Syllabus and Course design ( 1) (with part 2 on 25th February 2011) 11.35-1.00 Malcolm MacDonald The aim of this session is to understand basic definitions and the historical background of various types of syllabus. This will enable you to recognise the aetiology of syllabi you are implementing, and have a critical perspective in the design of your own syllabi. The session will begin by looking at the design relations between curriculum, syllabus and task. It will then critique the structural syllabus. It will then look at syllabus types which emerged in the heyday of applied linguistics such as the functional-notional syllabus. Finally, it will anticipate the next session by announcing syllabi which are centred more on the learner. Key References Breen M. P.(2001) ‘Syllabus Design’ in R. Carter, R. & D. Nunan, D. (Eds) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 151-160. Nunan, D. (1988) The Learner-Centred Curriculum. Cambridge: Cambridge University Press. Richards, Jack C. (2002) Curriculum Development in Language Teaching. Cambridge : Cambridge University Press. White R. V. (1988). The ELT Curriculum: Design, Innovation and Management Blackwell Publishers Tuesday 22 Feburary Presenting Materials 2 and Online and VLE materials 3 hours Steve Mann In this session you present and evaluate materials from your homework task (Presenting Materials 1). We also consider issues related to on-line materials and VLEs in this session. You will expected to present and evaluate some on-line materials in Presenting Materials 3. Key References Dudeney G (2007) The Internet and the Language Classroom. Cambridge: Cambridge University Press (Part of this book on using websites is available as a scanned resource) (at least Guidelines chapter 1) Eastment, D., Hardisty, D. & Windeatt, S. (2000). The Internet. Oxford: Oxford University Friday 25 February Syllabus and Course design ( 2) 10.00-12.00 Malcolm MacDonald The aim of this session is to consider more contemporary approaches to syllabus design which might inform your own course design practice. This session will look in more depth at learner-centred syllabuses. It will consider the ethical basis of the process syllabus and its viability for developing negotiated learning. It will conclude by considering the role of task in relations to syllabus implementation and design. It Professional Practice Module (ELT/ESP/EYL) 2010-2011 9 will conclude by considering critically the place of ‘syllabus’ in the ‘post-method era’ and the current state of thinking (or lack of it) about syllabus design. Key References Breen, M.P. & Littlejohn, A. (Eds) 2000. Classroom decision-making: negotiation & process syllabuses in practice. Cambridge: Cambridge University Press. Graves, Kathleen (2001) Teachers as Course Developers. Cambridge: Cambridge University Press Kumaravadivelu (2006). Understanding language teaching: from method to postmethod. Markee, N. (1997). Managing Curricular Innovation. Cambridge: CUP. Monday 28 February Presenting materials 3 1.5 hrs Steve Mann In this session you will present and critique a range of on-line materials and activities. As a group we will explore issues related to input, output and interaction that can be built into a course/materials design which incorporates on-line activity and/or support. Key References Warschauer, M. (2001) ‘On-line communication’ in the The Cambridge Guide to TESOL (Ed. Carter, R. & D. Nunan) Cambridge: CUP; pp 207-212 Monday 28 February Rationale for Course Design (Assignment Strand) 1.5 hours Sue Wharton As explained above, the assignment for this course includes not only the design of a course plan and associated teaching materials, but also a rationale to explain why your course and materials are suitable for your target group. To prepare your rationale, you will be able to use insights gained from other sessions in this course as well as from modules in term 1. You will also need to do reading and research specific to your own aims for your course design project. In this session we will explore some perspectives from which course and materials designers typically justify their work. We will look at examples of rationales produced both in published work, and in previous masters assignments. Key references Cheung KC 2001 'The use of popular culture as a stimulus to motivate secondary students' English learning in Hong Kong' ELTJ55/1 55-61 Davies A 2002 'Using teacher generated biography as input material' ELTJ 56/4: 368379 Fonseca Mora C 2000 'Foreign language acquisition and melody singing' ELTJ 54/2: 146-152 Ghosn I K 2002 'Four good reasons to use literature in primary school ELT" ELTJ 56/2: 172-179 Richards, J. (2006). Materials development and research: making the connection. RELC Journal, 37/1: 5-26 Professional Practice Module (ELT/ESP/EYL) 2010-2011 10 Tuesday 1 March 2011 Reading and Writing Materials (ELT/EYL/ESP) 10-11.25 Malcolm MacDonald The aim of this session is to develop your awareness of the design principles of reading and writing materials in order to enable you to start the process of designing your own materials. We will first critically assess more traditional materials which are used to teach reading and writing. Then we will consider some principles for skillsbased task design. We will also consider the importance of an integrated view of skills in materials design, particularly when we consider task sequence. And finally, we will work towards designing some materials for your learners. Key References Badger, R. G., & White, G. (2000). “A process genre approach to teaching writing.” ELT Journal, 54(2), 153-160. Harwood N. (2010) (Ed.) English language teaching materials: theory and practice. Cambridge : Cambridge University Press. Johnson K (2003) Designing Language Teaching Tasks. London: Palgrave Macmillan Tomlinson, Brian (1998) Materials Development in Language Teaching. Cambridge: Cambridge University Press. Wallace, C. (2001) ‘Reading’. In, R. Carter & D. Nunan, (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Tuesday 1 March 2011 Language Description and course/materials design ( ELT/EYL/ESP) 1.5 hours Sue Wharton The second half of the twentieth century saw the development of a number of approaches to language description and many of them have impacted on pedagogic practice. In this session we will explore the relationships, asking whether a ‘good’ description necessarily leads to a ‘good’ pedagogy. We will look at the debates surrounding ‘authentic’ materials in the syllabus, and the responses of students to such materials. Key References Gilmore, A. 2007. State of the art article: Authentic materials and authenticity in foreign language learning. Language Teaching 40/2: 97-118. Seidlhofer B (ed) 1998 Controversies in applied linguistics (Section 2, Corpus linguistics and language teaching) Oxford: OUP Friday 4 March 2011 SLA and course/ materials design 2 hours Annamaria Pinter In this session we will consider how SLA (second language acquisition) research findings can/should/may be reflected in materials. Questions such as what is research, Professional Practice Module (ELT/ESP/EYL) 2010-2011 11 who does the research, what is classroom research, etc will be covered. We will explore the groups’ ideas about SLA related research and suggestions about how and at what stage these research findings may be useful when it comes to course/materials design. Key References Ellis R 1990 Instructed Language Acquisition. Oxford OUP. Ellis R 1993 Talking shop: second language acquisition research: How does it help teachers? ELT Journal 47/1: 1-11. Lightbown P 2000 Anniversary Article: Classroom SLA Research and Second Language Teaching Applied Linguistics Vol 21/4: 431-463. Mitchell, R. 2004. Second Language Learning Theories (2nd Edition). London: Arnold. Professional Practice Module (ELT/ESP/EYL) 2010-2011 12 Monday 7 March 2011 Speaking and Listening Materials (ELT/EYL/ESP) 10.00-11.25 Malcolm MacDonald The aim of this session is to develop awareness of the design principles of reading and writing materials in order to enable you to start the process of designing your own materials. We will first critically assess more traditional materials which are used to teach reading and writing. Then we will consider some principles for skills-based task design. And finally, we will work towards designing some materials for your learners. Key References Bygate, M. (2001). Speaking. In, R. Carter & D. Nunan, (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press Harwood N. (2010) (Ed.) English language teaching materials: theory and practice. Cambridge : Cambridge University Press. Johnson K (2003) Designing Language Teaching Tasks. London: Palgrave Macmillan Rost, M. (2001). Listening. In, R. Carter & D. Nunan, (Eds.) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Tomlinson, Brian (1998) Materials Development in Language Teaching. Cambridge: Cambridge University Press Monday 7 March 2011 Educational Theory and Course and Materials Design 1.5 hours Sue Wharton In this session we will focus on the learner as a person-in-education, and look at the implications of different methodological approaches for whole-person educational development. We will consider the politics of differing views on methodology and look at the appropriacy of different educational approaches in different social contexts. Key References Clarke M 2003.A place to stand. Michigan University Press. Chapter 6: Empowerment. Point and counterpoint: Bax S 2003 The end of CLT: a context approach to language teaching. ELT Journal 57/3 278-287. Harmer J 2003 Popular culture, methods and contexts. ELT Journal 57/3 288-294. Bax S 2003 Bringing context and methodology together. ELT Journal 57/3 295-296.. Professional Practice Module (ELT/ESP/EYL) 2010-2011 13 Tuesday 8 March 2011 A review of materials writing 3 hours Dario Banegas In this session Dario shares some perspectives on materials writing. The session features some key decisions that face the materials writer and provides examples of how materials develop towards a specific brief. Coyle, D., P. Hood, and D. Marsh (2010) CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press. Chapter 5, pp 86-111. Guerrini M. (2009) 'CLIL Materials as Scaffolds to Learning,' in D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. Frigols-Martin, S. Hughes, and G. Langé (eds.) CLIL Practice: Perspectives from the Field. University of Jyväskylä. (free download at http://www.icpj.eu/?id=10 McGrath, I. (2002) Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. Chapters 5 and 7, pp. 80-102 and 138-162 (Chapter 7 is available as scanned resource) Moore, P. and F. Lorenzo (2007) 'Adapting Authentic Materials for CLIL Classrooms: an Empirical Study.' Vienna English Working Papers 16/3:28-35 Oh, S. (2001) 'Two Types of Input Modification and EFL Reading Comprehension: Simplification versus Elaboration.' TESOL Quarterly 35/1:69-96 Friday 11 March 2011 Develop Presentations with Mentors (ELT/ESP/EYL) 2 hours Malcolm MacDonald, Steve Mann, Annamaria Pinter Sue Wharton This session will be dedicated to developing presentations (for the following week) – you will work planning and developing your presentation with the support of your mentor. Monday 14 March 2011 Assessment and Evaluation (ELT/EYL/ESP) 3 hours Sue Wharton In this session we will consider both the assessment of student progress, and the evaluation of course effectiveness. We will consider the relationships between assessment/ evaluation and course goals, and examine a range of tools available for these purposes. We will discuss ways to integrate assessment and evaluation into the content of a course, so that the tools chosen can make a contribution to student learning. It will consider how you can integrate these perspectives into your assignment. Key References Lynch B 2003 Language assessment and programme evaluation. Edinburgh: Edinburgh University Press. Chapter 1, Introduction: paradigms and purposes. Professional Practice Module (ELT/ESP/EYL) 2010-2011 14 Mann, S. 2004. ‘Evaluation’ In Harnisch H. & Swanton P.(Eds.) Adults learning languages: A CILT guide to good practice. Pp113-129 Rea-Dickens, P. and K. Germaine 1992. Evaluation. Oxford: Oxford University Press Tuesday 16th March 2010 Tuesday 15 March 2011 Presentations (ELT/ESP/EYL) 3 hours Malcolm MacDonald, Steve Mann, Annamaria Pinter, and Sue Wharton This session will showcase your individual or group presentations. As well as presenting a short 5 minute summary of your project, you will be expected to produce a ‘poster’ display which provides a visual representation of your project with examples. Tutors and classmates will give comments and feedback on your posters and presentations. Friday 18 March 2011 Layout and presentation and Teacher’s Notes (1hr) 2 hours Annamaria Pinter In the layout and page design part of the session we will consider the importance of the ‘look’ and the ‘navigability’ of the materials to the learners in terms of page layout, use of white space and devices which aid cross-reference to other course components. Although looks alone cannot save a poorly designed course, the right look can greatly enhance the impact of well designed materials. In the Teacher’s Notes section of the session we will discuss the different styles and ‘weight’ that Teacher’s Notes could have for your particular materials. To be fully transparent, all course materials need Teacher’s Notes, but for some, e.g. activity-rich but paper-light Young Learners courses, a large amount of the essence of the course is to be found in Teacher’s Notes. Key References Hewing, M. 1991. The interpretation of illustrations in ELT materials. ELT Journal 45/3 pp 237-244 McDonagh, J and Shaw, C. 1993. Materials and Methods in ELT. Oxford: Blackwell Tomlinson, B. (ed.) 2003. Developing Materials for Language Teaching. London: Continuum General Bibliography Individual tutors will provide you with specific readings and bibliographies in their sessions. However, this is a good general list for reference. Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press Professional Practice Module (ELT/ESP/EYL) 2010-2011 15 This is a comprehensive discussion of issues related to how children learn languages set in a sociocultural framework of learning. Cunningsworth, A. (1984) Evaluating and Selecting EFL Teaching Materials. Heinemann Education This remains a valuable book for reviewing ways of describing and evaluating coursebooks. It has a useful chapter on adapting and innovating in materials and provides frameworks for analysing coursebooks and materials. An updated and later version of this book is on sale in the University Bookshop. Dubin, F. and E Olshtain (1987) Course Design: developing programs and materials for language learning. Cambridge University Press This book is for teachers who are involved in planning courses for their own learners or who might be involved in the design of programmes and materials on a wider scale. It covers the factors which need to be considered in setting up a course and then looks at the stages of design, setting goals; selecting a type of syllabus and designing activities. The focus is on communicative approaches and the book offers practical application activities. Graves, Kathleen (2001) Teachers as Course Developers. Cambridge: Cambridge University Press This is an edited collection of case studies of teachers developing their own programmes. A wide range of experiences are discussed. Harwood, N. English Language Materials: theory and practice. Cambridge University Press This is an edited collection and is an excellent coverage of the area. A wide range of courses and materials are presented. McDonough and Shaw. 2003 Materials and Methods in ELT. Blackwell This updated book remains a useful background guide to the link between methodology and materials in the classroom. McGrath, Ian (2002) Materials Evaluation and Design for Language Teaching. Edinburgh University Press. Although this covers the evaluation of coursebooks for language teachers, it also covers the production and adaptation of materials and is an excellent overview. Multiple copies will be available in Resources Room Nikolov M and Cutain H 2000 An Early Start: Young Learners and Modern Languages in Europe and Beyond Brussels: Council of Europe Publishing This book contains 18 chapters describing EYL programmas from many different parts of the world. Professional Practice Module (ELT/ESP/EYL) 2010-2011 16 Nunan, D. (1988) Syllabus Design. Oxford University Press Nunan’s book considers general issues in syllabus design and he examines a wide range of syllabuses and course materials. In the final section, he helps teachers to analyse their own teaching situation and to apply relevant and useful ideas to their selection of books for learners. Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press This book covers issues and aspects of teaching second and foreign languages to children with a teacher development focus. It discusses links between theory and practice and encourages teachers to explore their own classrooms. Richards, Jack C. (2002) Curriculum Development in Language Teaching. Cambridge : Cambridge University Press A systematic introduction to the issues involved in developing, managing and evaluating language programmes. Key issues such as needs analysis, materials development and teacher support are all covered in a lively and readable manner. Tomlinson, Brian (1998) Materials Development in Language Teaching. Cambridge: Cambridge University Press This is a sequel to Brian Tomlinson's best-selling book published by Cambridge University Press, Materials Development in Language Teaching (1998). It is meant to be both a resource book for teachers working on materials' development and a followup book for workshops and as a stimulus book for practicing teachers Tomlinson, Brian ed. (2008) English Language Learning Materials: A Critical Review. Continuum Press This book considers English Language Teaching Materials in terms of trends and issues emerging over the last decade. The focus is both regional/geographical and on different fields of ELL, such as EYL. Web links The British Council’s site ‘Teaching English’ has a ‘try’ section – which features materials and activities http://www.teachingenglish.org.uk/try Macmillan ELT Resources http://www.macmillanenglish.com/BlankTemplate.aspx?id=28164 Onestopenglish – Many materials require subscription – but there are plenty of sample materials http://www.onestopenglish.com/ TEFL net has a useful on-line worksheet designer – this covers topic and skills based lessons http://www.tefl.net/esl-lesson-plans/ Professional Practice Module (ELT/ESP/EYL) 2010-2011 Humanising the Coursebook (Brian Tomlinson) http://www.hltmag.co.uk/apr08/sart01.htm DIY Materials Design (David Block) http://eltj.oxfordjournals.org/cgi/content/abstract/45/3/211 Task-based-learning resources http://www.willis-elt.co.uk/ Bolitho, R. 2003. Designing textbooks for modern languages: the ELT experience http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1470 A fuller list will be maintained on the PP Option webpages 17