ENG 123- Language Learning Material Development

Course Facilitator:
Dr. Miraluna T. Sabid
Abegail Lancy G. Castronuevo Badge E. Fuentes

BSEd English 3-B

 • Learner-Centeredness and Critical Awareness Development.

1. There are very few truly learner-centered, language teaching and learning
materials.
2. The materials should put learners at the center of the learning process and
maketheminputproviders.
3.Teachersshouldbefacilitatorsandcoordinators
4. Materials adaptation, should be shared between - materials developers -
teachersand-learners.
• Flexibility and Choice

Materials should be flexible -should provide choice

-should enable learners to develop a variety of skills
and learning styles -encourage them to experience
a wide range of tasks and approaches -they also
become more independent learners.
• Open-endedness and Aesthetic Experience
Originated from(thetheoryofAesthetic ResponsebyRosenblatt
(1995) and this refers to the process of reacting spontaneously
when reading literary texts (typically represents the immediate
responseto languageandliterature), involvesinteraction between
readers,languageandtexts,literatureandaestheticexperience,part
of a subjective process and is created every time the text is read or
written.
• Aesthetic Experience and Materials Adaptation
Experience promotes the subjectivity of texts and
their various interpretations. Also, materials should
promote an aesthetic experience, they should, not
only be based on right/wrong testing and practice
but, rather, they should also focus on open-ended
tasksandtexts.
• Relevance
To draw a link between the adaptation process and
reading open-ended open-ended materials, have
the potential to become relevant to the learners
when they fill those gaps with their ideas,
interpretations and discussions. It is only at this level
that materials become relevant and potentially
moreeffective forlearning development.
• Universality

Materials should be based on universally

appealing topics, culturally provoking,
culturally specific but, at the same time, they are
presentinallcultures.
• Authentic and non-authentic input
In order to expose the learners to realistic input. Materials
should be based on authentic texts. In order to draw the
learners’ attention to certain linguistic features with
activities based on texts selected from authentic
sources a combination of authentic and non-authentic
tasks.
• Provocative Topics and Tasks

In order to make learning more engaging and

perhaps also more humanistic. Materials should
include topics and activities that can potentially
provoke a reaction, provide an aesthetic experience,
whether it be positive or negative, that is personal
andsubjective.
 1. Choose a renowned and credible author.

A lot of authors contribute similar and differing

ideas on that adaptation of instructional
materials. Read their credentials and give
preference to those acclaimed experts.
2. Ask permission from the author of the
chosen instructional material or simply
acknowledge him/her in the adapted
material.

Once a permission from the author is secured,

you have the authority to adapt or use his/her
material. If this is not feasible, acknowledgement
of the author will suffice.
3. Modify certain ideas to suit to your
purpose and context.
Examine the suitability/alignment of the
material to the desired purpose and to the
group of students, then feel free to make
modifications.
4. Validate the material by experts of the
field.

Make sure that the adapted material is reviewed

by content experts. They have ample knowledge
about the validity and reliability of its content.