ADOPTION, ADAPTATION, AND DEVELOPMENT OF LANGUAGE INSTRUCTIONAL UNITS

CRITERIA FOR DEVELOPING MATERIALS

CRITERIA FOR ADOPTION/ADAPTATION

CONCLUSION

-In choosing, developing or adapting materials in achieving the purpose of our the course and their appropriateness for the students and teachers, a number of criteria are taken into account (Graves, 1996)

INTRODUCTION
Two of the most important of them are effectiveness of the materials in achieving the purpose of the course and their appropriateness for the students and teachers (Graves, 1996)

INTRODUCTION

Materials should be clearly linked to the curriculum they serve Materials should encourage learners to apply their developing skills to the word beyond the classroom. 6 Principles of material design (Nunan 1988) Materials should be authentic in terms of text and task

Materials should encourage learners to develop skills, and skills in learning Materials should encourage learners to focus on formal aspects of the language.

Materials should stimulate interaction

Hall (cited in discusses the four theoretical Hidalgo et al., principles which underpin writing of 1995), Tomlinson the planning and writing of materials (1995, p.110)
a) The need to communicate b) The need for long term goals. c) The need for authenticity d) The need for student-centeredness

Four theoritical Principles

-Appropriateness of the materials refers to how comfortable and familiar the materials are for the students.

CRITERIA FOR DEVELOPING MATERIALS

Richards (2001) believes that any attempt to introduce a new curriculum, syllabus, or set of materials must take into account the relative ease or difficulty of introducing change in the system.

emphasize that materials should truly reflect what you think and feel about the learning process.
In teaching and in our evaluating our students, we need to adapt procedures that are congruent with what we regard as the proper objectives of language teaching. n developing materis

Johnson (1989), teaching and learning materials should provide the corpus of the curriculum. =Materials should provide a clear and coherent unit structure which will guide teachers and learners through various activities.

Criteria for Adoption/Adap tion

Adoption of the material is the process of choosing and selecting materials.

Rarely adopt materials without any modification. McDonough and Shaw (2003), adaptation is linked to issues of administration and the whole management of education, is so far as it derives from decisions taken about material to be adopted.

Graves (1996) points out that teachers consider a variety of factors in developing, choosing, or adapting materials.
Appropriateness includes student comfort and familiarity with the material, language level, interest, and relevance. -Cunningsworth (1995) lists a number of factors for adaptation of materials

Dudley Evans and St John (1998), preparing new materials from scratch for every course taught is clearly impractical, even if every teacher actually had the ability.

-Dudley-Evans and St John (1998) explain that materials are used in all teaching. -Materials need to be reliable. -To enhance learning materials must involve learners in thinking about and using the language.

They contend that being creative with what is available is crucial, especially if the work environment is heavily constrained.

a. The dynamic of the classroom.

b. The personalities involved c. The constraints imposed by syllabuses

Dudley-Evans and St John (1998), modifying activities is generally when the input and the content are adequate but some or all of the exploitation is unsuitable.

d. The availability of resources e. The expectation and motivation of their learners.

CRITERIA FOR ADOPTION/AD APTATION

Cunningsworth (1984;1995) outlines a number of principles for material evaluation 1. Relate the teaching materials to (one's) aims and objective 2. Be aware of what language is for and select teaching materials which will help equip your students to use language effective for their purpose

Kelly (1969) points out that language teachers have always had access to books, and over the history of teaching the importance of textbooks had varied.

Choosing material, may mean development of new material when teaching a course for which there are no suitable materials, collecting a variety of materials, or adapting existing materials. (Nunan 1988 b)

Keep your students's learning needs in mind.

Our teaching must aim at what the students need to learn.

Consider the relationship between language, learning process and the learners.

Adaptation of existing materials is the result of recognizing a mismatch between the teaching materials and the needs and objectives of the classroom

Classroom materials need to be adapted in a principled manner to reflect needs within particular teaching contexts, current understanding of second language acquisition and good teaching practices.

Nunan (1998 a) argues that materials should be designed so that they are capable of being used in variety of ways and also at different proficiency level.

Stevick (1971) points out that language teachers have been reminding one another of the necessity for bridging the gap between manipulating and communication, or between the classroom and life throughout the recorded history.

Two importaznt factors while developing m,aterias were effectivness and appropriateness of materials for learning purposes.

CONCLUSION

We should develop our own materials, or whether we need to take a course book and teach that, or whether we supposed to modify the materials to meet then needs of our learner.