SOTE C1 - Lang Learning Mat Dev

Adaptive Community for the Continuity of Education and Student Services
National Teachers College
LANGUAGE LEARNING MATERIALS DEVELOPMENT
Student Name: Degree Program:
Section: Mobile Number:
Professor Name: Email Address:
YOUR GOALS
This module allows you to engage in the selection, development, production,

and evaluation of a variety of language teaching and learning resources
based on the identified learning competencies in English. Through these activities, you
are able to demonstrate content knowledge on the principles and procedures of
language materials development. Moreover, you will 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 facilitating language learning and teaching. At the end of this learning
module, you are expected to demonstrate the following competencies:
1. Apply the principles of language acquisition to the development of localized

language learning materials;
2. Trace the trends and developments in materials development and content
curation; and
3. Design contextualized blended and flexible learning materials for different
English competencies under remote or distance learning platforms.
YOUR EXPERIENCE
Be guided by the following schedule that you can follow in order to manage
your learning experience well:
WEEK TASK OUTPUT

1 1 Matrix on localized language learning materials exemplars
2
3 2 Infographic material on “Curating Language Learning Content in the
New Normal”
4
5 PROJECT Portfolio on blended and flexible language learning materials for
remote/distance learning platforms
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1
EL107-Language Learning Materials Development
School of Teacher Education, Second Semester, SY 2020-2021
There are three required reading resources for this module. You are allowed to look for
other related resources if you have the means to do so. Note that our school library
has online resources that you can access. Below is the list of tasks that you need to
accomplish for this module.
TASK 1: Read carefully the following material on “Principles and Procedures of

Materials Development for Language Learning” by Brian Tomlinson (2010) (Reading
Material 1). After reading, perform the task with the following guidelines:
● After thoroughly understanding the six (6) principles of language acquisition,

create a matrix that provides examples of language learning materials for each
of the six principles that are localized or contextualized to Philippine settings in
the 21st century.
● A short list of measures in enhancing the localized teaching of English to Filipino
students is provided right after the assessment criteria.
● A sample format / provision for output is also provided in the next few pages to
serve as your guide and reference. You may also choose to write your answers
therein.
● Be guided with the writing conditions as well as the assessment criteria which are
both provided below.
WRITING CONDITIONS: Take note of the following in formulating your answer:
● A provision for output is provided in the next page. Your answers may be
typewritten or handwritten therein. However, you may also opt to have your
answers typewritten or handwritten on a separate short-bond paper using
normal margins. Please ensure a double spacing format for typewritten
submissions.
● For purposes of readability, electronic outputs should be encoded using Century
Gothic, font size 12. Handwritten outputs should be legibly rendered in print, not
in script.
ASSESSMENT CRITERIA: Take time to review the criteria of evaluation which informs you
of how your Task 1 would be graded.
Accuracy of Ideas - The matrix’s content provides appropriate 20 points

and localized examples of language learning materials for each
language acquisition principle.
Thought Organization - The matrix’s content is well-arranged and is 20 points

well-organized.
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Sufficiency of Detail - The matrix’s content is substantial, 20 points

demonstrating strong and well-developed ideas.
Clarity and Coherence - The matrix’s content is sustained by a 20 points

clear, seamless, and logical flow of thoughts with the usage of
proper transitions.
Grammar and Conventions - The matrix is written with grammatical 20 points

and structural accuracy. The matrix also follows proper
conventions in composition and academic writing.
TOTAL 100 points
YOUR SCORE AND NOTES
Here is a list of measures in further enhancing the localized teaching of the English
language to Filipino students (Policarpio, 2018). May this short material further guide
and help you in crafting examples of localized language learning materials.
1. Localize teaching methodology, procedures, and techniques.

2. Integrate culture into lesson content. Teachers need to be conscious of their
student’s socio-cultural background and integrate values and culture into the
lesson so as to benefit everyone in the classroom.
3. Write teacher-made localized and authentic strategic instructional materials
with relevance, quality, and flexibility. Teachers can prepare and maximize the
use of localized instructional materials in delivering their lesson. Authentic
materials establish interest to the students, and will raise their motivation levels.
The teacher can use other authentic materials such as town chants, local
poems and stories, politicians, delicacies, beliefs and cuisine on their examples
and activities. In this way, the teacher strengthens the nationalism of students
and teaches them to nurture their culture.
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4. Prepare a grammar module using local context. Teachers from one locality can
collaborate and prepare modules which contain grammar exercises based on
local news, local stories and local beliefs that the students could answer during
their grammar classes. In this way, the students can comprehend the lessons
better and they can participate actively in learning.
Reference:
Policarpio, P. H. (2018, July). Teaching Grammar Using Localized Instructional Materials
among Multilingual Learners. The 7th National and International Conference,
Samutprakarn, Thailand.
h t t p s : / / w w w . r e s e a r c h g a t e . n e t / p u b l i c a t i o n /
344164100_Teaching_Grammar_Using_Localized_Instructional_Materials_among_Multili
ngual_Learners.
SAMPLE FORMAT / PROVISIONS FOR OUTPUT:
Principle of Language Acquisition Example of Localized Language Learning

(Tomlinson, 2010) Materials
(give 3-5 materials)
1. A p r e r e q u i s i t e f o r l a n g u a g e Example: Poems, stories, audio-visual

acquisition is that the learners are materials set in the school’s community
exposed to a rich, meaningful and
comprehensible input of language in
use.
2. In order for the learners to maximise Example: Script/quotes /lines from a

their exposure to language in use they famous Filipino movie or drama series in
need to be engaged both effectively English
and cognitively in the language
experience.
3. Language learners who achieve Example: Songs/spoken word poetry

positive affect are much more likely performances about a relevant social
to achieve communicative issue in the country (such as poverty,
competence than those who do not. injustice, etc.)
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4. L2 language learners can benefit from Example: Editorial or opinion articles (with
using those mental resources which pictures) about a certain phenomenon
they typically utilise when acquiring faced by Filipinos (such as “the Filipino
and using their L1. resilience,” “traditional vs. modern Filipino
traits” etc.)
5. Language learners can benefit from Example: Collaborative book review on a

noticing salient features of the input. contemporary novel written by a Filipino
6. Learners need opportunities to use Example: Exchanging discourse through

l a n g u a g e t o t r y t o a c h i e v e meaningful dialogues (such as debates
communicative purposes. or symposiums) on current affairs in the
country
READING MATERIAL NO. 1 
PRINCIPLES AND PROCEDURES OF MATERIALS DEVELOPMENT FOR

LANGUAGE LEARNING
Tomlinson, B. (2010) Principles and procedures of materials development. In N. Harwood (ed.)

Materials in ELT: Theory and Practice. Cambridge: Cambridge University Press.
INTRODUCTION
In recent years there have been a number of insightful publications which have
concerned themselves with how authors typically write ELT materials. As Tomlinson
(2010) says, this literature reveals that many experienced authors rely on their intuitions
about what ‘works’ and make frequent use of activities from their repertoire which
seem to fit with their objectives. Very few authors are actually guided by learning
principles or considerations of coherence and many seem to make the assumption
that clear presentation and active, relevant practice are sufficient to lead to
acquisition.
My position is that materials should not be random recreations from repertoire nor
crafty clones of previously successful materials. Instead they should be coherent and
principled applications of:
1. theories of language acquisition and development

2. principles of teaching
3. our current knowledge of how the target language is actually used
4. the results of systematic observation and evaluation of materials in use.
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This is the position which drives this chapter. In it I will focus in particular on applications
of theories of language acquisition.
Here are the main principles of language acquisition which I follow when developing
materials, and some of the principles for materials development which I derive from
them. As you read them you might like to evaluate their validity and usefulness and to
think of other principles of your own.
PRINCIPLE OF LANGUAGE ACQUISITION 1: A prerequisite 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.
Principles of Materials Development

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.
3. Make sure that the language input is contextualised. Language use is

determined and interpreted in relation to its context of use. De-contextualised
examples do not contain enough information about the user, the addressee(s),
the relationships between the interactants, the setting, the intentions or the
outcomes for them to be of value to the language learner. Only extended
samples of language in contextualised use can provide learners with the
‘information’ they need to develop awareness of how the target language is
actually used.
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4. Make sure that the learners are exposed to sufficient samples of language in
authentic use to provide natural recycling of language items and features
which might be useful for the learners to acquire.
Examples of Materials
● Task-free activities - This involves me at the beginning of every lesson reading a
poem or story, or telling a joke or anecdote. There are no questions or tasks after
the listening, just written copies of the text for those students who were engaged
by it to take home, read and file away. The students are encouraged to ask the
teacher questions about the texts at any time and to return to read the texts
they have collected many times.
● Extensive reading, extensive listening and extensive viewing - It is a text-driven
approach to developing units of material in which an extensive text drives the
skills and language activities of each unit.
PRINCIPLE OF LANGUAGE ACQUISITION 2: In order for the learners to maximise 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. Ideally though, the learner should be experiencing positive
affect in the sense of being confident, motivated and willingly engaged even when
experiencing ‘negative’ emotions. There is a substantial literature on the value of
affective and cognitive engagement whilst engaged in responding to language in
use, with much of it focusing on research into the role of emotion in language learning
and use or reporting research on cognitive engagement during language lessons.

1. Prioritise 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.
2. Make use of activities which get the learners to think about what they are
reading or listening to and to respond to it personally.
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3. Make use of activities which get learners to think and feel before, during and
after using the target language for communication.
● Text-driven approach - The starting point for developing each unit is a
potentially engaging spoken or written text.
● Readiness activities - They help the learners to activate their minds prior to
experiencing the text. They give learners an holistic focus to think about when
experiencing the text and invite them to articulate their personal responses to
the text before going on to use it to stimulate their own language production.
PRINCIPLE OF LANGUAGE ACQUISITION 3: Language learners who achieve positive

affect are much more likely to achieve communicative competence than those who
do not.
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.

1. 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.
2. Set achievable challenges which help to raise the learners’ self-esteem when
success is accomplished.
3. Stimulate emotive responses through the use of music, song, literature, art etc,
through making use of controversial and provocative texts, through
personalisation and through inviting learners to articulate their feelings about a
text before asking them to analyse it.
● Personalized learning - It offers the students choices of texts and of tasks and the
teacher consults the students about the topics they would like to read about
and discuss.
PRINCIPLE OF LANGUAGE ACQUISITION 4: L2 language learners can benefit from using

those mental resources which they typically utilise when acquiring and using their L1.
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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.
There is also a considerable literature on the role of visual imaging in language use
and acquisition. It demonstrates that visual imaging plays a very important role in L1
learning and use, that it tends not to be used by L2 learners and that L2 learners can
be trained to use visual imaging to improve their learning and use of the L2.

1. Make use of activities which get learners to visualise and/or use inner speech
before, during and after experiencing a written or spoken text.
2. Make use of activities which get learners to visualise and/or use inner speech
before, during and after using language themselves.
3. 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.
4. Communicative Language Teaching - This encourages and helps the students
to visualise, to talk to themselves in inner speech and to make connections with
their lives.
PRINCIPLE OF LANGUAGE ACQUISITION 5: 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 effectively 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.
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1. 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 revisit 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.
2. 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.
● Discovery Learning - This uses language awareness materials in which the
students experience a potentially engaging text, respond to it personally and
then focus on a particular feature of the text in order to make discoveries about
it.
PRINCIPLE OF LANGUAGE ACQUISITION 6: 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 generalising 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.

1. Provide many opportunities for the learners to produce language in order to
achieve intended outcomes.
2. Make sure that these output activities are designed so that the learners are
using language rather than just practising specified features of it.
3. Design output activities so that they help learners to develop their ability to
communicate fluently, accurately, appropriately and effectively.
4. Make sure that the output activities are fully contextualised 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.
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5. Try to ensure that opportunities for feedback are built into output activities and
are provided for the learners afterwards.
● Bite-sized Learning - This refers to materials in which the students have to

produce a text which is a development from one they have just experienced.
CONCLUSION
When developing classroom materials we should also, of course, consider principles of

language teaching. The teaching should meet the needs and wants of the learners.
Materials need to be written in such a way that the teacher can make use of them as
a resource and not have to follow them as a script.
It seems that most classroom materials are written though for teachers and students to
follow. It also seems that many of them are not driven or even informed by principles
of language acquisition and development. Some of them manage to help learners to
acquire language because their writers have been effective teachers and are
intuitively applying principles of teaching. Most of them would be a lot more effective
if they were driven by the principles of language acquisition outlined above.
References:
1. Arnold, J. (1999. Affect in Language Learning. Cambridge: Cambridge University
Press.
2. Bolitho, R., Carter, R., Hughes, R., Ivanič, R., Masuhara, H. and Tomlinson, B.
3. (2003). Ten questions about language awareness. ELT Journal. 57(2).
4. Krashen, S. (1985). The Input Hypothesis. London: Longman.
TASK 2: Read carefully the following material on “Trends and Innovations in English
Language Teaching” (Reading Material 2). After reading, perform the task with the
following guidelines:
● After thoroughly understanding the different trends and innovations in English

Language Teaching (ELT) as seen in the reading material, reflect on the
following chart below.
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This chart shows the development and evolution of the language teaching methods
and approaches throughout the years, vis-a-vis the commonly used learning content
and materials that suit the approach/method.
● Afterwards, think of language learning content and materials that may be

curated for each of the ten trends and innovations given in the reading
material.
● Synthesize your ideas by creating an infographic material on “Curating

Language Learning Content in the New Normal.”
● Your infographic material may be computer/mobile-generated or handwritten.

● Provisions for output are provided in the next few pages. You may also choose
to insert your infographic material therein. However, you may also opt to design
your infographic material on a separate short-bond paper.
● Be guided with the assessment criteria provided on the next page.
ASSESSMENT CRITERIA: Take time to review the criteria of evaluation which informs you
of how your Task 2 would be graded.
Accuracy of Ideas - The infographic provides accurate 20 points

and appropriate learning content and materials for the
different trends and innovations in English Language
Teaching.
Thought Organization - The infographic’s content is well- 20 points
arranged and is well-organized.
Sufficiency of Detail - The infographic’s content is 20 points
substantial, demonstrating strong and well-developed
ideas.
Clarity and Coherence - The infographic’s content is 20 points
sustained by a clear, seamless, and logical flow of thoughts
with the usage of proper transitions.
Layout and Design - The infographic shows a neat, 20 points
organized, relevant and creative layout and design.
TOTAL 100 points
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PROVISIONS FOR OUTPUT:
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READING MATERIAL 2
TRENDS AND INNOVATIONS IN ENGLISH LANGUAGE TEACHING
Chong, C. S. (2018, July 11). Ten trends and innovations in English language teaching for 2018.
British Council. https://www.britishcouncil.org/voices-magazine/ten-trends-innovations-english-language-
teaching-2018
Pearce, J. (2019). VR, TPRS and Beyond: 6 English Language Teaching Trends for 2020 You
Don’t Want to Miss Educator Blog. FluentU English. https://www.fluentu.com/blog/educator-
english/english-language-teaching/
Will we see classrooms full of students strapped into virtual reality headsets speaking
English with bots? Or will the role of a teacher become completely obsolete as
growing trends in teaching methodology and a focus on self-education push us out of
a job?
The English as Second Language (ESL) industry is set to explode, creating about
100,000 new jobs every year. And with growth, come changes. Some of the new
trends will barely leave a mark in the long run, while others may change the game
forever.
Although the coming decade is indeed tech-dominant, one ingredient remains

consistent across the years: excellent teaching and a positive classroom setting. The
big question is how do we merge the two to create the ultimate classroom for learning
and self-discovery?
Let’s dive into the beginning of the new decade together and explore some of the
biggest trends in the English language teaching.
1. Mobile learning - This is learning based on mobility. It is a kind of learning

characterized by the need and ability of the learner to be mobile. Ultimately, it is
about self-actuated personalization. It is also defined as the need and ability to
learn through virtual media, such as personal electronic gadgets, social
interactions, and content. It focuses on the learners’ freedom of movement and
their interaction with technology. In this case, simplifying learning by using
mobile tools is what constitutes this non-conventional learning setup.
Think of apps that turn vocabulary-learning into a fun, competitive game you
could play with your friends. Other apps use mobile technology to provide free
resources for teachers and students, including flashcards, phrasebooks, lesson
plans and activities. Meanwhile, others help learners to practise their listening
through free, high-quality recordings divided into levels and coupled with
comprehension questions.
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2. Gamification - This approach applies gaming models, concepts and ideas to

non-gaming processes. In this sense, is used to apply gaming ideology and
concepts to digital learning. Well-crafted application of gamification provides
high value for learners in translating to higher motivation and engagement,
creating more immersive learning journeys, and facilitating a sticky learning
experience, and flexibility – which can all be used to facilitate application,
practice for proficiency gain, and influence thinking and drive behavioral
change.
Some games use training sessions, friendly matches, leagues and cup games to
make vocabulary learning fun for young learners. Some use chants, songs and
games to help develop pre-school children’s phonological awareness, while
others plunge the learners into an interactive adventure game. They have to
use their language skills to negotiate, collaborate and build friendships in order
to escape from a forgotten planet at the edge of the universe. Any learning
that takes place is incidental.
3. 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.
An example could be the use of visual, audio and hands-on activities to

stimulate and inspire learning, getting young learners to draw, create, and be
inquisitive. Orbit (Richmond) develops the young learners’ socio-emotional and
cognitive skills through a language course that follows the story of a ferret and
children who go on adventures in multicultural environments.
4. Inquiry-based learning - This involves social collaboration and problem solving. It

suggests that individuals acquire information by interacting with peers and
investigating real-world challenges. They are also encouraged to actively
participate in the brainstorming process. Furthermore, inquiry-based learning
helps build communication, active listening, and reasoning skills.
An example of this would be the use of authentic video and audio content to
bring the real world to teenage learners. They encourage teenagers to practice
the soft skills and communication skills needed to take part in the global
communities of the 21st century. Real-life stories and TED talks may also be used
to motivate learners to think critically and creatively.
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5. English as lingua franca (ELF) - When the concept of English as a lingua franca
was first discussed by teachers, academics, writers and trainers, it was
controversial. Many refused to consider how the concept of English as an
international language might fit into course materials and language teaching.
Today, we see resource materials that take a non-prescriptive approach to
accent and instead focus on increased intelligibility as the objective. Using
elements of blended learning and gamification, this pronunciation course
doesn’t help the learner sound British or American, but instead prepares the
learner to use English in the global arena.
6. Multiliteracies / Translanguaging - Translanguaging incorporates a number of

different theoretical approaches. Previously, it was thought that the best
approach in an English classroom was to keep a policy of separation between
the native language and English. However, over the years, this line of thinking
has been challenged quite convincingly.
A translanguaging class, for example, may see students write an essay or discuss
a topic in their shared native tongue(s) before grouping with the class and
presenting their findings in English. In this case, students are using whatever
language resources they have to best achieve a more accurate picture in
English.
In global communities where English is a common language of communication

alongside other languages, knowledge of other languages is an asset. Rather
than diminish the learners’ first language (also known as subtractive
bilingualism), teachers are encouraging learners to use their own languages. This
requires complex social and cognitive skills. In contrast, strict English-only
classrooms are slowly becoming a thing of the past. Such linguistic diversity is
celebrated in courses that encourages parents and carers of children learning
English to see their bilingualism as a benefit.
7. Individualized / Personalized learning - This relies on the fact that learners must
be able to explore the topic on their own to fully understand the ideas involved.
It is tailored to fit the educational needs and skills of an individual learner. This
involves changing the pace the information is delivered, the methods through
which the content is offered, and the materials distributed.
In personalized learning, content, pacing, sequence, technology, learning

models, learning spaces, audience and purpose, and any other ‘learning
component’ are tailored according to the knowledge demands, learning
needs, styles, interests and purposes of each student. Basically, learning occurs
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according to whatever the student sees fit for one’s own context. The end result
is, ideally, a learner who is literate in both the content and process of learning.
As globalisation takes hold, 'glocalisation' (adapting an international product to

match what people want in their particular country or culture) becomes
necessary. The more we understand individual learners' needs, the more we can
tailor our lessons to suit them.
8. Task-based learning - It is based on a simple premise: that students learn when

they collaborate on meaningful and communication-based tasks.
The nature of these skill-based activities and the way they’re composed could
see a massive change in the coming decade as teachers of ESL will be required
to construct more helpful and purpose-driven activities.
This could come from a variety of sources but it should primarily be focused on
the consideration of students and their areas of interest. This collaboration factor
and contemplation for future skill necessities should help teachers rethink how
they approach task-based learning.
Overly-theoretical and traditional task-based activities should be replaced with

modern equivalents and the students should be encouraged to consider their
own areas of interest and how this may fit within the task-based learning
context.
9. Do-it-yourself (DIY) learning - Do-it-yourself learning is set to become a major

trend as education moves to a more independent and interest-based learning
style. Students should be encouraged to follow particular areas of interest to
promote engagement and enjoyment in the classroom and home.
By exploring the needs of the children and their particular areas of interest,
teachers will become more aware of the students’ personalities and potential
learning direction. Using this information, it’s up to the teacher to devise interest-
based activities.
10. Teaching Proficiency through Reading and Storytelling (TPRS) - It stems from the
concept of comprehensible input. The idea is that context and meaning play
an important role in the acquisition of new language and native phrases. By
presenting tasks based on storytelling and reading in a highly contextualized
setting, teachers are able to teach vocabulary, phrases and large chunks of
language. It’s a move away from traditional textbook-based learning and relies
heavily on the competencies of the teacher.
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These tools may appeal because they seem shiny and new. But the true value of
innovations lies in how much they can help learners to become better communicators
in English, and the extent to which they can help teachers encourage learners in the
most efficient, motivating ways. By keeping an eye on these English language
teaching trends, you’ll be able to construct fun, modern and life-changing English
classes in the new year.
YOUR PROJECT
Read carefully the following material on “English Teaching Resources to Tune

Up Your Classroom” by James Pearce (2019) (Reading Material 3). When you
have finished going through the experiences contained in this module, you are to
create a portfolio which serves as your exhibit on blended and flexible language
learning materials. Perform the task with the following guidelines:
● After reading the material, create a digital or traditional portfolio that provides
blended language learning materials that are suitable and appropriate to each
of the ten (10) teaching resources mentioned in the material.
● These flexible language learning materials must also be contextualized to
learning platforms in the new normal of education.
● These instructional materials may include (but are not limited to) digital or
printed visual aids, slide presentations, videos, smartphone applications,
interactive websites, authentic materials that are all fitting for remote and
distance learning platforms.
● Your portfolio output may be computer/mobile-generated or handwritten.
● Provisions for output are provided in the next few pages. You may also choose
to insert your portfolio output therein. However, you may also opt to design your
portfolio on separate sheets of short-bond paper.
● Be guided with the assessment criteria provided below.
Thought Organization - The portfolio’s content is well-arranged and 20 points

is well-organized.
Sufficiency of Detail - The portfolio’s content is substantial, 20 points

demonstrating appropriate blended language learning materials,
specifically contextualized to learning platforms in the new normal.
Clarity and Coherence - The portfolio’s content is sustained by a 20 points

clear, seamless, and logical flow of thoughts with the usage of
proper transitions.
20
Grammar and Conventions - The portfolio is written with 20 points

grammatical and structural accuracy. It also follows proper
conventions in composition and academic writing.
Creativity and Design - The portfolio is presented in an innovative, 20 points

creative, and relevant fashion, with the use of creative and
visually-appealing design and layout.
TOTAL 100 points
PROVISIONS FOR OUTPUT
21
22
READING MATERIAL 3
ENGLISH TEACHING RESOURCES TO TUNE UP YOUR CLASSROOM

Pearce, J. (2019). 12 English Teaching Resources to Tune Up Your Classroom in 2020. FluentU
English. https://www.fluentu.com/blog/educator-english/english-teaching-resources/
“When I first started teaching English, one of my deepest concerns was that I’d run out
of materials mid-class!”
The problem English teachers face today isn’t a lack of resources but rather an
abundance of them. For every exciting and educational lesson plan out there, there’s
an equally deflating, ill-thought-out and unoriginal plan to match. Sifting through the
endless blogs, platforms, teaching training courses and YouTube videos can seem
exhausting.
That’s why it’s important to choose the best of the best. Opt for useful, contemporary
and interactive resources or get left behind in the past decade.
It’s time to explore some English teaching resources both new and unique to give your
classroom the modern kick it needs.
1. Find Use Share Educate (FUSE)

FUSE is an Australian government initiative from the Department of Education and
Training (Victoria) that promotes collaboration among teachers. Useful content is
grouped on a range of topics for early learners, primary and secondary-aged
children. The good news is that the ESL resources are extensive and easy to use,
whether you’re beginning your teaching journey or have 20 years of experience.
Using FUSE in 2020:

● Teachers simply engage, discover and share meaningful content.
● The literacy sections are incredibly extensive and incorporate different voices,
perspectives and tips.
● The types of resources are varied and include videos, digibooks, audio, links,
games, guides for teachers and teacher tips.
Benefits:
● The materials are constantly being updated, shared and trialed by teachers to
ensure that you’re able to choose materials of the highest quality.
● Teacher collaboration is an important and beneficial exercise not only for
students but also the teachers themselves, as it builds a sense of community and
collectivism.
23
2. FluentU
By creating an environment of excitement, wonder and learning, the real-world videos
of FluentU provide useful and engaging video-based content your students will both
recognize and love.
Using FluentU in 2020:

● Simply reading, writing and listening is no longer sufficient to create an
interactive and modern classroom.
● Recognition leads to engagement, and pop-culture in the form of video is an
important tool to use.
● New videos are constantly being added to the platform, meaning there’s never
a shortage of up-to-date, relevant and contemporary videos at your disposal
(including interactive captions).
● A teacher account has never been easier to manage, as you’re able to assign
homework and control the flow of work.
● Guarantee results and know that your students are doing their tasks (and having
fun)!
Updates for 2020:

● FluentU is focused on ramping up their video content this year with an eye
towards YouTube.
○ Using the FluentU platform to break down songs, movie trailers, epic
scenes and other types of engaging content to assist with grammar,
vocabulary and listening comprehension
○ Videos on tips, tricks and handy instructional content to assist with those
pesky little nuances of the language, such as the intricacies of
pronunciation
3. Cambridge English
Cambridge English is perhaps the best-known assessment organization for English
qualifications in the world. Their website reflects this level of high-quality with the same
degree of dedication and passion. Although the materials may seem a little more
exam-focused, their updates and practice tests serve as invaluable sources for
anyone studying for an English exam or teaching exam-focused students.
Many students are hoping to enter the global marketplace and English being the
language of business means many will seek some form of recognition to coincide with
their English development. Plus, Cambridge is still the most well-known and respected
English speaking qualification in the world.
24
Using Cambridge English in 2020:

● While Cambridge English is focused more so on exam preparation, the resources
are still highly beneficial for a general English class.
● Search the webpage for free lesson plans, listening activities, videos, practice
exams, vocabulary lists and further exam preparation materials.
● Find the particular level you’re teaching (using the search bar) to pinpoint the
most appropriate materials.
● The levels go from beginner all the way to high-level business English exam
preparation.
Updates for 2020:

● The English exams have been updated to retain relevance for English learners
and can be a great resource in class.
● All teaching handbooks are now available, meaning you can teach from an
exam perspective if you wish.
● Videos have been uploaded to YouTube, giving students and teachers insight
into how the exams in 2020 will be conducted.
● A range of sample papers is available online, meaning you can accurately level
your students to see where they are.
4. EnglishGrammar.org
There’s no escaping it—grammar is an integral component of the English classroom.
Even the mere utterance of the word “grammar” can bring up feelings of dread and
horror in students and teachers alike. But it doesn’t have to be that way. There should
be no fear of grammar in the new decade as EnglishGrammar.org provides a go-to,
ready-to-use page packed with beneficial exercises and consistently-updated
materials.
Using EnglishGrammar.org in 2020:

● A large focus of the page is its relevant and useful worksheets, meaning you
won’t be wasting your time with useless activities and boring classes.
● Materials are constantly updated and formatted in ready-to-use quizzes,
activities and exercises.
● The Facebook community is significantly large and committed to both the
development of English and improving writing and grammar skills, meaning you
can connect with fellow teachers.
● There’s a true sense of collaboration and modernity with this resource, as they’re
constantly seeking to update, share and release meaningful material.
5. BusyTeacher.org
BusyTeacher.org provides tried and tested printable worksheets for all topics. The
website is very popular for teachers “in the know” and it sees some serious traffic with
25
good reason. The platform claims to be for the modern teacher, and the resources
and blog are consistently updated with ready-to-use materials.
Time management for many teachers is a balancing act. It’s important to utilize as
many resources as possible to ensure that you’re fully dedicated to the classroom and
teaching, even if this means seeking resources externally. Furthermore, lesson planning
can be a dull exercise that often drains more time than is required.
The growing importance in today’s English classroom is one of presence and

engagement. As a result, seeking high-quality materials that are ready-to-use is a
great way to cut down on this otherwise valuable time.
Using BusyTeacher.org in 2020:

● Have a look around the worksheets for useful and easy-to-use lessons plans
● Follow the blog for updated and creative methods to teach boring and
confusing topics.
● These “boring” areas tend to be more grammar-focused and rely on
memorization rather than practical applications, such as grammar rules and
tenses: the past, present, and future tenses, the verb “to be” etc.
● BusyTeacher.org offers games and interactive worksheets for practical
application of learned topics rather than ineffective memorization.
● Many resources are “teacher-lead,” meaning they’ve been tried in the
classroom and deemed worthy to be used.
6. Reddit (Reddit/ELATeachers | Reddit/ESL)

As a subreddit for English teachers, the blog is constantly being updated with tips,
insights, experiences and stories. Whether you’re an active poster or a lurker, Reddit/
ELA is a must-have resource to receive key insights into the industry.
Using Reddit/ELA in 2020:

● You receive access to unique and challenging materials (for example, this
Reddit post on famous authors and their publishing history).
● Learn how to encourage your students to read more.
● It helps to challenge your idea of how to conduct a class with new approaches
to thinking and learning.
● The benefits of engaging in online communities such as Reddit serves several
functions:
○ limits feelings of isolation;
○ exposes yourself to different perspectives; and
○ seeks advice from a larger base of experienced professionals.
○
26
7. EdX
Being a teacher also means being a learner. With the growing focus on emotional
teaching methods, inclusive training, and understanding the needs of a diverse
classroom, the teachers of today (and the future) need to be well-skilled in managing
these classroom considerations in 2020.
These are goals we should all be striving to achieve, and with the help of online
accreditation services, it’s never been easier. EdX has a collection of incredible
courses at your disposal to ensure you’re emotionally and socially prepared for the
challenging task of being an educator.
8. British Council
Known as “The United Kingdom’s international organization for cultural relations and
educational opportunities,” this resource opens your classroom to the world.
But before exploring all its great resources, why not start with an English test to assess
your students properly, ensuring they’ve been appropriately leveled and are on the
right track with regard to their English acquisition?
Using British Council in 2020:

● Keep materials up-to-date by searching for specialty lesson plans.
● Follow the blog for updates in the industry, insights into growing trends and
general advice for the modern teacher.
● Are you preparing your students to be Global Learners? Keep updated on
policy and developments across the UK, Europe and the entire world.
● Review their courses that are both topical and integral in today’s global world.
● Take a look at incredible resources, such as a course that assists teachers in
learning how to educate migrants and refugees who have been displaced.
● The British Council promotes practical and value-focused materials, such as
stories, poems, full lesson plans, discussion topics and fun travel-focused content.
● Search for the age group that you teach and choose from over 400 lesson
plans.
9. Udemy
It’s becoming increasingly important to have a diverse and relevant set of skills in the
teaching profession. The importance of upskilling is slowly becoming more of an
expectation rather than a choice. Therefore, it’s important to ensure that you’re as
knowledgeable as you can be. Rather than fork out an excessive amount of cash on
training, simply scan Udemy for excellent deals and relevant courses so you can upskill
without breaking the bank.
27
Using Udemy in 2020:

● You can find something specific and potentially lucrative, should you decide to
specialize in a particular area of study.
● You can take an introductory course to teaching online.
● Technical courses like this teaching business English class are available.
● You can try out a great introductory course to the world of TEFL.
● Courses are often discounted and readily available, implementable and well-
researched.
10.Smiling Mind
Smiling Mind is serious. They’re serious about compassion, respect, empathy, resilience,
self-awareness and critical thinking. These attributes are something all teachers should
be aiming to instill in their students. By 2021, their goal is to help five million young
people with both their mental and physical development. You have the unique
opportunity to be a part of this worthwhile and wholly achievable goal.
The app and its programs are specially designed by psychiatrists and educators to
boost student engagement and happiness. Their focus in 2020 is the same as their
focus from the very beginning—to help students be the best they can be.
The meditation programs in the app are extensive, ranging from one-minute practices
to longer sessions for a wide variety of purposes. Consider moments of peak stress or
frustration in the classroom and slowly integrate these shorter sessions into your
curriculum. It would be advisable to encourage parents, friends, family and the
children to use the app concurrently to boost engagement and repetition.
Using Smiling Mind in 2020:

● They have an incredible section on mindfulness for children aged 7-18 to assist with
foundational learning and stress management.
● They aim to boost learning, concentration and mental clarity amongst their students.
● The app is entirely free and can be a great resource both in the classroom and out to
build healthy habits and awareness.
● Their courses and focus are on contemporary issues.
● They offer online training sessions, leaving you prepared to deliver classes in mindfulness
and social-emotional teaching.
● They provide materials through the online shop, allowing you to integrate mindfulness
into the classroom with enough programs for an entire curriculum.
● The manual includes resources for educators, journals, the app and a guide for parents.
CONGRATULATIONS! You have finished the module for Language Learning Materials
Development. It is hoped that you have learned substantially and meaningfully from
this course. All the best! :)
28

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Adaptive Community for the Continuity of Education and Student Services

National Teachers College

LANGUAGE LEARNING MATERIALS DEVELOPMENT

Student Name: Degree Program:

Section: Mobile Number:

Professor Name: Email Address:

This module allows you to engage in the selection, development, production,

1. Apply the principles of language acquisition to the development of localized

WEEK TASK OUTPUT

TASK 1: Read carefully the following material on “Principles and Procedures of

● After thoroughly understanding the six (6) principles of language acquisition,

WRITING CONDITIONS: Take note of the following in formulating your answer:

Accuracy of Ideas - The matrix’s content provides appropriate 20 points

Thought Organization - The matrix’s content is well-arranged and is 20 points

Sufficiency of Detail - The matrix’s content is substantial, 20 points

Clarity and Coherence - The matrix’s content is sustained by a 20 points

Grammar and Conventions - The matrix is written with grammatical 20 points

TOTAL 100 points

YOUR SCORE AND NOTES

1. Localize teaching methodology, procedures, and techniques.

SAMPLE FORMAT / PROVISIONS FOR OUTPUT:

Principle of Language Acquisition Example of Localized Language Learning

1. A p r e r e q u i s i t e f o r l a n g u a g e Example: Poems, stories, audio-visual

2. In order for the learners to maximise Example: Script/quotes /lines from a

3. Language learners who achieve Example: Songs/spoken word poetry

5. Language learners can benefit from Example: Collaborative book review on a

6. Learners need opportunities to use Example: Exchanging discourse through

READING MATERIAL NO. 1

PRINCIPLES AND PROCEDURES OF MATERIALS DEVELOPMENT FOR

Tomlinson, B. (2010) Principles and procedures of materials development. In N. Harwood (ed.)

1. theories of language acquisition and development

PRINCIPLE OF LANGUAGE ACQUISITION 1: A prerequisite for language acquisition is

Principles of Materials Development

3. Make sure that the language input is contextualised. Language use is

PRINCIPLE OF LANGUAGE ACQUISITION 2: In order for the learners to maximise their

Principles of Materials Development

PRINCIPLE OF LANGUAGE ACQUISITION 3: Language learners who achieve positive

Principles of Materials Development

PRINCIPLE OF LANGUAGE ACQUISITION 4: L2 language learners can benefit from using

Principles of Materials Development

PRINCIPLE OF LANGUAGE ACQUISITION 5: Language learners can benefit from noticing

Principles of Materials Development

PRINCIPLE OF LANGUAGE ACQUISITION 6: Learners need opportunities to use language

Principles of Materials Development

● Bite-sized Learning - This refers to materials in which the students have to

When developing classroom materials we should also, of course, consider principles of

● After thoroughly understanding the different trends and innovations in English

● Afterwards, think of language learning content and materials that may be

● Synthesize your ideas by creating an infographic material on “Curating

● Your infographic material may be computer/mobile-generated or handwritten.

● Be guided with the assessment criteria provided on the next page.

Accuracy of Ideas - The infographic provides accurate 20 points

YOUR SCORE AND NOTES

PROVISIONS FOR OUTPUT:

TRENDS AND INNOVATIONS IN ENGLISH LANGUAGE TEACHING

Although the coming decade is indeed tech-dominant, one ingredient remains

1. Mobile learning - This is learning based on mobility. It is a kind of learning

2. Gamification - This approach applies gaming models, concepts and ideas to

An example could be the use of visual, audio and hands-on activities to

4. Inquiry-based learning - This involves social collaboration and problem solving. It

6. Multiliteracies / Translanguaging - Translanguaging incorporates a number of

In global communities where English is a common language of communication

READING MATERIAL NO. 1 