CONTENTS

01 02

APPROACH MODEL
⮚ Teacher-centred
approach
⮚ Learner-centred
approach 7 Key features
⮚ Critical awareness
development
Introduction (Ngân)
Adapt material to
apply in lesson plan

The response of Ss and

T + Theory (framework)
-> Objective conclusion

Teacher uses textbook -

> Subjective conclusion

Principles,
criteria, features -
> based on
Learners’ need
 RESEARCH QUESTIONS

(1)To what extent is the material effective to the

goal ?
(2)In what way can the material be adapted ?
Ways -> Suggesting the solutions by
identifying Problems and Causes of problem
 Why do we need to adapt courses? (Thư)

Most of materials tend to follow a same

format => Limitations:
● Create a stereotypical image of the target
language
● Do not take into account teachers and learners
01 APPROACH
(Thư)
Teacher-centered
⮚ Based on T’s intuition &
experience
⮚ L remain a passive role
Learner-centered
⮚ Externally Imposed Syllabus vs
Negotiated Syllabus
⮚ L have to follow the T’s ideas
⮚ L’s role is still limited
Critical awareness development:
L activation (Vi)
⮚ L take more control of their learning
⮚ Sharing the ownership of the classroom & materials
⮚ Provide classroom input
Tomlinson (2003): Adapting courses can be used as an awareness development activity
⮚ Facilitate learner involvement
⮚ Develop learners’ critical thinking
⮚ Promote the use of materials adaptation
⮚ Apply them to teacher development
1. Stop reading the poem if you are not
interested anymore and write down the
reasons.

2. If you feel interested in this poem, please do

these questions:
+ Who do you think are the enemies in the
poem?
+ Do they remind you of anybody you know?
+ How does the poem make you feel? Why?
+ Which line, word or verse, do you think,
best represents the whole poem? Why?
02 MODEL

Key feature 1: Learner-centredness and critical

awareness development (Ngọc)
⮚ Put learners at the center of the learning process
⮚ Make them input providers
⮚ Teachers should be facilitators and co-ordinators

Key feature 2: Flexibility and choice (Ngọc)

⮚ L’s right to choose
⮚ Provide a variety of different activities and approaches
 Key feature 3: Open-endedness and Aesthetic experience
(Ngân)

⮚ Open-endedness: More than 1 possible right answer,

freer practice, collaborative activities, etc.
⮚ Aesthetic response: The process of reacting
spontaneously when reading literary texts
Ex: L are are not controlled by everyone -> They
can do role play (which focus on fluency, not
accuracy)
⮚ Present spaces for gaps -> L fill those gaps with their
own interpretations and knowledge
Key feature 4: Relevance (Ngân)
⮚ Learners find the connections between the materials and their own experience or
total experience
⮚ T build rationales and tying information to L
Key feature 5: Universality (Ngân)
⮚ Universally appealing topics
⮚ Literature sources: lifer experiences, feelings,
relationships
⮚ Understanding of culture differences as well as
cultural commonalities
⮚ International or local -> Glocalization
*If the author doesn’t adapt and T doesn’t adapt
to -> the L will become the victim
 Key feature 6: Authentic and non-authentic input (Phượng)

Authentic materials Non – authentic materials

Purposes of Any purpose other than Specifically for language teaching

creation language teaching

Example
 Key feature 6: Authentic and non-authentic input (Phượng)

Materials should be based on authentic texts

- realistic input
Learners need
- combination of authentic & non-authentic tasks
Authentic tasks
Tasks that native speakers
do every day
Focus on meaning
Communicative purpose
e.g. phoning to ask for
information, planning for a
holiday, answering an email
Non-authentic tasks
Tasks designed for teaching a
language
Focus on linguistic features
No communicative purpose
e.g. identifying the use of
passive voice in a reading text
 Key feature 7: Provocative topics and tasks (Phượng)

Materials: include topics & tasks that

provoke a reaction, hence aesthetic
experience

Learners need:
• to be exposed to different types of input
• to express their opinions
• to develop their interpretations & points of view
 Comments on the materials
(Ngân, Ngọc, Phượng)
❖ Learner-centered:
➢ Provides opportunities for Ss to become input providers.
➢ Uses familiar topics with Ss which is receiving and giving presents on
special occasions.

❖ Flexible:
➢ Provides different kinds of tasks (e.g. fill in the blanks, listening, and
speaking practice)

❖ Aesthetic experience:
➢ Allows learners to work in pairs to share their own experiences and
their point of views about special occasions.
 Suggestions on the materials
(Ngân, Ngọc, Phượng)
❖ Relevance:
+ Exercise 1 on page 66, the given vocabulary is too irrelevant to learners and
lacks occasions that relate to Vietnamese culture.
+ We can adapt by omitting some unfamiliar festivals like All Saint’s day, St
Nicholas’s day and Twelfth night and replace them with International
children’s day, Mid-autumn festival, and Tet holiday.

❖ Universality:
+ This reading text about Superstitions around the world on page 67 presents
different superstitions of different cultures.
+ We can add an activity of discussion -> Ss can compare and contrast these
superstitions with their own culture (cultural differences and cultural
commonalities).
 REFERENCES
• Clarke, D.F. (1989), ‘Materials adaptation: why leave it all to the teacher?’, ELT Journal, 43 (2), 133-4
1.
• Nunan, D. (1988), The Learner-Centred Curriculum: A Study in Second Language Teaching, Cambridg
e: Cambridge University Press.
• https://i.ytimg.com/vi/qpsu27vnooU/maxresdefault.jpg
• https://timbouwhuis.nl/wp-content/uploads/2019/05/A-Level-Religious-Studies.jpg
• https://dzine.com/wp-content/themes/dZine-theme/assets/img/icon/choice.png
• https://27mi124bz6zg1hqy6n192jkb-wpengine.netdna-ssl.com/wp-content/uploads/2020/07/July-20-St
udent-Centered-Learning-Strategies_web.jpg
• https://www.iddblog.org/wp-content/uploads/2019/01/teacher-3765909_960_720.jpg
• https://www.iddblog.org/wp-content/uploads/2019/01/workplace-1245776_960_720-768x512.jpg
• https://www.teachervision.com/teaching-strategies/step-5-identify-features-materials-need-be-adapted
• https://www.tesolcourse.com/tesol-glossary/Authentic-and-Non-Authentic-Materials/
• https://www.teachingenglish.org.uk/article/authentic-task#:~:text=An%20authentic%20task%20is%20
a,students%20on%20an%20exchange%20trip
.
THANK YOU
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