A Critical Appraisal of Teachers’ Role as Developers of Instructional Materials

Ghasem Aghajanzadeh Kiasi

Abstract


The choice of content for teaching and the nature of instructional materials determine, to a large extent, the environment in which teachers, students, and materials interact in the teaching-learning process. The present paper aims at describing the roles teachers should assume to have in developing instructional materials. It deals with the approaches to the teacher curriculum materials development, teachers' role as the agents of curriculum enhancement and modification along with a critical appraisal of teachers’ selection and development of materials and activities. The paper concludes that materials development encompasses decisions about the actual materials teachers use, and they are influenced by their beliefs and understandings about teaching and learning languages as they apply to a particular course in a particular context. It also concludes that teachers’ involvement is critical to the success of a curriculum, but teachers cannot alone and on their own create and sustain it.


Keywords


Teacher; instructional materials; curriculum; materials adaptation

Full Text:

PDF Pages 57-63

References


Allwright, R. L. (1981). What do we want teaching materials for? ELT

Journal, 36(1). doi:10.1093/elt/36.1.5.

Apple, M. (1986). Teachers and texts: A political economy of class

and gender relations in education. New York: Routledge.

Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing

teachers from the tyranny of texts. Albany: State University of New

York Press.

Block, D. (1991). Some thoughts on DIY materials design. ELT

Journal, 45(3).doi:10.1093/elt/45.3.211.

Comfort, R. (1990). On the idea of curriculum modification by

teachers. Academic therapy, 2 (4), 397-405.

doi:10.1177/105345129002500403.

Crombie, W. (1988). Syllabus and method: System or license? System, 16(3), 281-298. doi:10.1016/0346-251X (88)90071-1.

Eskey, D. E. (2005). Reading in a second language. In E. Hinkel

(Ed.), Handbook of research in second language teaching and learning

(pp.588-604). New York: Lawrence Erlbaum Associates, Publishers.

Graves, K. (1996). Teachers as course developers. In K. Graves

(Ed.). Teachers as course developers (pp.1-12). Cambridge:

Cambridge University Press.

Graves, K. (2000). Designing language courses: A guide for

teachers. Boston: Heinle and Heinle Publishers.

Graves, K. (2008). The language curriculum: A social contextual

perspective. Language Teaching, 41(2), 147-181. doi:

1017/S0261444807004867.

Hadley, A. C. (1993). Teaching language in context. Boston: Heinle

and Heinle Publishers.

Hammer, J. (2001). Couresbooks: A human, cultural and linguistic

disaster? MET, 8(4), 5-10.

Jarvis, J. (1992). Using diaries for teacher reflection on in-service

courses. ELT Journal, 46(2), 133-143. doi:10.1093/elt/46.2.133.

King-Sears, M. E. (2001). Three steps for gaining access to the

general education curriculum for learners with disabilities.

Intervention inSchool and Clinic, 37(2), 67-76. doi:

1177/105345120103700201.

Koga, N., & Hall, T. (2004). Curriculum modification. New York:

National Center on Accessing the General Curriculum (NCAC).

Markee, N. (1997). Managing curricular innovation. Cambridge:

Cambridge University Press.

Nunan, D. (1987). The teacher as a curriculum developer: An

investigation of curriculum processes within the adult migrant

education program. South Australia: National Curriculum Resource

Centre.

Podromou, L. (2002). The great ELT textbook debate. MET, 11(4),

-33.

Richards, J. C. (2013). Curriculum approaches in language

teaching: Forward, central, and backward design. RELC Journal,

(1) 5-33. doi: 10.1177/0033688212473293.

Rigg, P. (1989). Language experience approach: Reading naturally.

Chicago: National Council of Teachers of English.

Schön, D. A. (1983). The reflective practitioner: How professionals

think in action. New York: Basic Books.

Sheldon, L. (1988). Evaluating ELT textbooks and materials. EL T

Journal, 42(4). doi:10.1093/elt/42.4.237.

Silberstein, M., & Ben-Peretz, M. (1987). The concepts of teacher

autonomy in curricular materials: An operative interpretation.

Journal of Curriculum and Supervision, 3(1), 29-44.

Stoller, F. L. (2002). Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283.

doi: 10.1017/S0267190504000108.

Thomas, W. P., & Collier, V. P. (1997). School effectiveness for

language minority students. NCBE Resource Collection Series, 9,

December. Washington D. C.: National Clearinghouse for Bilingual

Education. Retrieved 2014 from

http://www.ncela.gwu.edu/pub/resource/effectiveness/thomas-

collier97.pdf

Tomlinson, B. (1998). Materials development in language teaching.

Cambridge: Cambridge University Press.


Refbacks

  • There are currently no refbacks.


ISSN: 2332-2160

Impact Factor = 0.465 (2013)