ELT (e-)materials design and evaluation 3301-ZJ-JS005
The course has a two-part structure: the opening classes are devoted to the principles of materials selection, adaptation, design and evaluation. The latter part of the course offers students ample hands-on experience in evaluating critically selected ELT materials.
Meeting 1: Introduction to the course. ELT coursebooks: likes and dislikes. Heuristics for materials evaluation. The figure of the learner. Dimensions of age group characteristics. Styles, strategies, VAKOG, MI. Implications for materials design.
Meeting 2: A post-methods and a post-communicative perspective on ELT materials. A recap of principles of lesson planning. Learner autonomy, guided-discovery, induction and the role of the teacher. ELT coursebooks across time.
Meeting 3: ELT materials and AI [Artificial Intelligence]: what to employ, what to avoid, and why.
Meeting 4: ELT materials for young learners (kl.1-3) – a brief overview. Materials for older children (kl.4-6): an introduction plus practical workshop.
Meeting 5: ELT materials for young teenagers (kl.7-8): an introduction plus practical workshop.
Meeting 6: ELT materials for older teenagers (LO) and young adults: an introduction plus practical workshop.
Meeting 7: Final evaluation.
Type of course
Course coordinators
Learning outcomes
Knowledge
Students will be able to:
K_W01 Identify and characterize on an advanced level the place and status of applied linguistics (specifically, the teaching and learning of English as a foreign language) within the humanities.
K_W02 Describe on an advanced level the current trends in applied linguistics research within English studies.
Abilities
Students will be able to:
K_U01 Apply advanced terminology and notions pertinent to the discipline of applied linguistics.
K_U03 Apply knowledge obtained during the course of studies to account for and solve a problem connected with ELT materials design and evaluation, thereby completing a research task related to the discipline applied linguistics.
K_U04 Analyze linguistic (and cultural) phenomena as depicted in ELT materials and draw generalizations on their basis in the context of societal, historical and economic factors on an advanced level.
K_U05 Discern alternative methodological paradigms within the discipline of applied linguistics.
K_U08 Participate in group projects, collaborate with others and be a team leader in conducting collaborative research, presentations and other tasks included in the curriculum.
K_U09 Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form.
Social competences
Students will be ready to:
K_K02 Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development (specifically, in the domain of EFL teaching).
K_K03 Take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies.
K_K04 Assess critically one’s own knowledge and skills related to the studies.
Assessment criteria
- attendance
- participation in discussions
- presentation
- term paper (an evaluation essay)
Two (2) absences are allowed.
Bibliography
Bolitho, R. and Tomlinson, B. (2009). Discover English. Macmillan Books for Teachers.
Brown, C. (2023). How well do materials evaluation schemes empower users to detect problematic social group portrayals within ELT materials? A corpus analysis. IARTEM e-journal, 15(1), DOI: https://doi.org/10.21344/iartem.v15i1.973
Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Heinemann.
Ellis, R. (1997). The empirical evaluation of language teaching materials, ELT Journal, 51(1), 36–42, https://doi.org/10.1093/elt/51.1.36
Harmer, J. (2015). The Practice of English Language Teaching. Pearson.
Isik, A. (2018). ELT materials evaluation: A system and criteria. Theory and Practice in Language Studies, 8(7), 797–812. https://doi.org/10.17507/tpls.0807.11
Krajka, J. and Możejko, Z. P. (2011). A Framework for evaluating digital coursebooks. Academic Exchange Quarterly, 15(1), 167-173.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
Scrivener, J. (2013) Learning Teaching (3rd edition). Macmillan.
Sheldon, L. (1988). Evaluating ELT Textbooks and materials. ELT Journal, 42(4), 237–246. https://doi.org/10.1093/elt/42.4.237
Tomlinson, B. (ed.) (2003). Developing Materials for Language Teaching. Continuum.
Tomlinson B. (2017). The Complete Guide to the Theory and Practice of Materials Development for Language Learning. John Wiley & Sons.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: