EVALUATION

OF SUPPLEMENTARY MATERIALS
FOR ENGLISH LANGUAGE TEACHING

Presented by:
jerick m. dorado
MA-ELT
 Inclusivity in Material
1 Preparation and
Evaluation (MPE)
 Inclusivity in Material Preparation
and Evaluation (MPE)
Inclusivity- the concept of appropriating for
the ‘marginalized’ sector of the society
• Handicapped (with physical, emotional and
mental/learning disabilities)
• Children (age) | Women (gender) |
Indigenous people (ethnicity)
• People of color (race) | The poor, The third
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world (economics) | LGBT
 Inclusive Curriculum
An inclusive curriculum
• develops an awareness of the issues of
marginalization
• voices the concerns of the marginalized
sector
• is sensitive to and responsive of the needs
of the marginalized – the subaltern
• enhances critical thinking through issue-
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based teaching and learning processes
 Inclusive Curriculum
An inclusive curriculum
• generally employs:
o contact learning
o portfolio assessment
o multiple intelligences theory
o cooperative learning strategies
o constructive principles

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 Inclusive education is seen as “a process of
addressing and responding to the diversity of
needs of all learners through increasing
participation in learning, cultures and
communities, and reducing exclusion from
education and from within education.” The goal
is that the whole education system will

“
facilitate learning environments where
teachers and learners embrace and welcome
the challenge and benefits of diversity. Within
an inclusive education approach, learning
environments are fostered where individual
needs are met and every student has an
opportunity to succeed.
-UNESCO
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 WHY CONSIDER
2 INCLUSIVITY IN MPE?
 • Language determines thought and
behavior patterns of people
• Language reflects values of society
• Instructional materials have lasting
influences in propagating sexism
through linguistic bias, stereotyping,
invisibility, trivialization and
fragmentation (Sadker, Sadker and
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Long in Banks and Banks, 1989)
 • Instructional materials have a way
of perpetuating stereotypes
• Practices that propagate
marginalization
Absence/Omission – women and other
marginalized sectors are nowhere to be
found in books,
commercials/advertisements, the mass
media and other instructional materials
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 Silencing – the marginalized are there
represented/drawn/mentioned but given
passive roles (e.g. listener,
pained/abused/victimized, helper, no
line at all)

Trivialized – presented but rendered

unimportant; given stereotyped roles like
ailing mother, hopeless maidens, forlorn
princess, etc.
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 Fragmentation – viewing the
contributions of the marginalized as
phenomenal (e.g. Woman doctor
operates Siamese twins; Woman
Astronaut lands on the moon)

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 Studies prove that in various instructional
materials, the marginalized have been
o Stereotyped (damsels in distress, loving
wives, sacrificing mothers, poor girls, etc.)
o Omitted (in textbook pictures/ graphics, in
clip arts)
o Silenced (present but not given a voice)
o Trivialized (present but given passive roles)
o Fragmented (victories rendered as
supernatural/phenomenal)
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 • Human rights code, the Philippine
Constitution declares honoring the
human rights of children, women, the
handicapped
• Communication symbols evolve to
meet human needs; equality issues
influence communication symbols
• Sex-role restrictions – out of date and
unfair
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 • Self-fulfilling prophecy of women’s
“inferiority’ and “failure”
• Loss of potential contribution of
women to society
• Non-sexist communication can be
natural, graceful, grammatically
correct

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 Characteristics of
3 Inclusive Instructional
Materials
 • Devoid of stereotypes
• The experiences of women,
children, people of color, the
handicapped, the poor, etc. are
o Represented not voiced
o Voiced not silenced
o Rendered important and not
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trivialized nor fragmented
 • Replete with alternative roles
• use non-sexist language
• Provides insights on
multiculturalism and diversity
• Issue-based, content area
related, contextualized, authentic

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 • Extra textual components like
cartoons and other graphics are
also inclusive
• Multicultural; free from
ethnocentric/regional/racial bias

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 Thank you!
Have a good
day!

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