Summary of Chapter 1 from "Materials and Methods in ELT:

A Teacher’s Guide" by Jo McDonough, Christopher Shaw, and

Hitomi Masuhara
Introduction

● English has become a global language, significantly impacting and being

impacted by globalization.
● There are various forms of English language teaching, including:
● English as a Foreign Language (EFL)
● English as a Second Language (ESL)
● English for Young Learners (EYL)
● English for Specific Purposes (ESP)
● English for Academic Purposes (EAP)
● Content and Language Integrated Learning (CLIL)

Framework of Materials and Methods

● Despite the diversity in teaching contexts, English teachers share common

principles in preparing teaching materials and methods.
● There is often a sense of isolation among teachers from different countries
and regions due to differing educational systems and philosophies.

The Common Core

● A "common core" of shared principles and criteria is crucial for English

language teachers globally.
● This common core is divided into two main factors:
1. Context: The broader professional context of teaching, including the
educational setting and learner characteristics.
2. Syllabus: The design and content of the teaching program, based on
the analysis of learners' needs and the educational environment.

Contextual Factors

● Learners: Characteristics like age, interests, proficiency level, aptitude, mother

tongue, educational background, attitudes, motivation, reasons for learning,
preferred learning styles, and personality affect teaching and planning.
● Setting: The teaching environment, including the role of English in the country
and school, teachers' status and training, management and administration,
resources available, support personnel, class size, time available, physical
environment, socio-cultural context, and types of tests and evaluations.

Goals of Language Programs

 ● Goals can be broad or specific, set by national language policies or tailored to
specific groups of learners.
● The goals need to be realistic and feasible, taking into account the
educational setting and resources available.

Planning and Implementation

● The planning sequence involves setting goals, understanding learners and the
educational setting, constructing the syllabus, designing materials and tests,
planning lessons, and managing the classroom.
● This ideal planning sequence is often challenged by practical constraints,
such as outdated materials or mismatched syllabuses.

Conclusion

● Teachers face various pressures and influences, both direct and indirect, in
their teaching environment.
● Effective language teaching requires understanding and navigating the
complex interplay of contextual factors and learner characteristics.

The chapter emphasizes the importance of a shared framework and common core
principles in English language teaching, highlighting the need for adaptability and
awareness of contextual factors to achieve effective teaching outcomes.

Chapter 5 from "Materials and Methods in ELT: A Teacher’s

Guide" by Jo McDonough, Christopher Shaw, and Hitomi
Masuhara

Title: Technology in ELT

Author: Diane Slaouti

Overview
Chapter 5 explores the relationship between technology and language teaching,
emphasizing the need for a critical approach to integrating technology into the
curriculum. It discusses the evolution of technology in ELT and provides practical
examples and reflections for teachers to consider.

Key Themes
1. Historical Context and Development
● Early computer-assisted language learning (CALL) focused on
behaviorist methodologies with programmed drills.
● A shift to communicative methodologies emphasized learner choice
and interaction with language in context.
● Integrative CALL emerged with the advent of the Internet, supporting
sociocognitive views of learning and authentic tasks.
2. Teacher and Technology
● The integration of technology into teaching varies widely based on
access, institutional support, personal confidence, and beliefs about
teaching and learning.
● Bax (2003) proposed that technology use can be categorized as
restricted, open, or integrated, with the ultimate goal being
normalization, where technology becomes an invisible part of the
learning process.
3. Technologies and Their Applications
● Communication Tools: Synchronous (e.g., Skype) and asynchronous
(e.g., blogs, email) tools facilitate interaction.
● Web 2.0: Platforms like Wikipedia allow collaborative content creation.
Other tools include blogs, social networking sites, and collaborative
documents (e.g., Google Docs).
● Digital Video and Audio: Resources like YouTube and Safeshare TV
offer video content, while tools like Audacity and Moviemaker enable
learners to create their own multimedia content.
● Virtual Learning Environments: Platforms like Moodle and Nicenet
support online class management and resource sharing.
4. Integration of Technology
● Technology can extend beyond the classroom, offering learners access
to a vast array of online resources and authentic materials.
● Teachers should guide learners in using these resources effectively,
encouraging digital literacy skills such as bookmarking, note-taking,
and maintaining a learning blog.
5. Views of Technology in Language Learning
● Tutor: Software with built-in instructions and feedback, like language
practice CDs or online exercises.
● Tutee: Tools that require learners to program or control the technology,
fostering deeper engagement and problem-solving skills.
● Tool: Generic software adapted for language learning, used to support
various tasks and activities.
6. Future Directions
● The chapter underscores the ongoing evolution of technology in ELT
and the importance of staying informed about new developments.
 ● Teachers are encouraged to critically evaluate and adapt new
technologies to fit their specific teaching contexts and learner needs.

This chapter emphasizes that while technology offers significant potential benefits
for language teaching, its successful integration requires thoughtful reflection on
how it aligns with pedagogical goals and the specific needs of learners.

The document discusses the intricate relationship between the global demand for English
language teaching (ELT) and the diversification of teaching methods to cater to various contexts
and needs. It highlights the challenges and considerations teachers face when designing
materials and methods for English language instruction, which include the learner's
characteristics, the teaching context, and the selection of an appropriate syllabus.

English language teaching has expanded into different areas, including English as a Foreign
Language (EFL), English as a Second Language (ESL), English for Young Learners (EYL),
English for Specific Purposes (ESP), English for Academic Purposes (EAP), and Content and
Language Integrated Learning (CLIL). Despite the commonalities in the profession, teachers
often feel isolated due to geographical distance and differing educational systems.

The document emphasizes the importance of a 'common core' in ELT, which transcends
individual teaching circumstances and is based on shared principles and decision-making criteria
for language teaching programs. This 'common core' is divided into two main factors: the context,
which includes learner characteristics and the teaching setting, and the syllabus, which outlines
the pedagogic principles for material design.

Contextual factors such as the learner's age, interests, proficiency level, aptitude, mother tongue,
educational level, attitudes, motivation, reasons for learning, and preferred learning styles
significantly influence teaching strategies. The teaching setting encompasses the role of English
in the country and school, teacher status and training, management and administration, available
resources, class size, time available for the program, the physical environment, socio-cultural
environment, types of tests used, and procedures for monitoring and evaluating the language
teaching program.

The syllabus serves as the overall organizing principle for what is to be taught and learned, with
various types including grammatical or structural, functional-notional, situational, skills-based,
topic-based, and task-based. Syllabuses often combine two or more organizing principles, and
the choice of syllabus depends on the specific learning context and objectives.

The document concludes by stressing the importance of understanding the broader dimensions
of ELT, such as learner characteristics, teaching context factors, and syllabus types, to effectively
plan and implement language programs. It suggests further reading for those interested in
delving deeper into the topics of planning, syllabus design, and curriculum development within
the field of ELT.

The document provides a comprehensive guide for English as a Foreign Language (EFL)
teachers on how to evaluate teaching materials effectively. It emphasizes the importance of this
skill and outlines a model for evaluation that includes both external and internal assessments.
The external evaluation focuses on the organization of materials from the perspective of the
author/publisher, examining factors such as the intended audience, proficiency level, context of
use, and the presence of supplementary resources like teacher's books and digital materials.
The internal evaluation delves into the content, checking for consistency with the author's claims
and the suitability of the materials for the teaching context, including the treatment of skills,
grading, and the balance between teacher and learner needs.

The guide acknowledges that no textbook is perfect and that the criteria for evaluation can vary
greatly depending on the context. It suggests a flexible model that can be applied worldwide, with
the ultimate success of the materials determined after classroom use. The document also notes
the role of journals in providing reviews of new materials and the pressure teachers may face in
selecting a coursebook.

The guide encourages teachers to reflect on their own practice and the role of materials in their
educational system. It provides examples of 'blurbs' and introductions from textbooks to illustrate
the types of claims made by publishers and how these should be critically evaluated. The
document concludes by highlighting the need for both preliminary evaluation before adoption and
post-use evaluation to assess the real impact of the materials on learning. Further reading on
materials evaluation is recommended for those who wish to delve deeper into the subject.

the reasons for adaptation, such as the need for grammar coverage, suitable content for
learners, and authentic language use. The concept of adaptation is seen as a process of
‘matching’ to maximize the appropriacy of teaching materials in a specific context. The document
also explores principles and procedures for adaptation, emphasizing the importance of
considering various factors such as teaching contexts, course requirements, learners, teachers,
and materials. The goal of adaptation is to bring congruence among these variables and
enhance the learning experience for students. Practical examples and scenarios of adaptation
are provided, highlighting the need for learner-centred approaches and involving students in the
adaptation process to promote meaningful engagement and effective learning outcomes.
Ultimately, adaptation is viewed as a dynamic and essential aspect of teaching practice for
optimizing the effectiveness of teaching materials in different educational settings.

The document discusses the development of listening and speaking skills in a second language
(L2), the impact of internet-based communication on these skills, and the opportunities provided
by technology for skill development. It also addresses the challenges of teaching reading and
writing skills in L2, the influence of technology on these processes, and the emergence of new
digital genres.

Listening and Speaking Skills:

The chapter emphasizes the importance of technology in enhancing L2 listening and speaking
skills. It highlights the distinction between 'real' spoken language and 'speech-like' written
communication found on the internet, such as text messaging and online chat, which can serve
as a bridge to real spoken language. The document outlines specific skills and strategies for both
listening and speaking, including perception, identifying word boundaries, using context to infer
meaning, and multitasking in digital oral communication. It suggests tasks that leverage
YouTube, music lyrics, and voice-recognition software to practice these skills.

Reading Skills:
The chapter explores the differences between L1 and L2 reading, the challenges faced by L2
readers, and the reading strategies they need to develop. It discusses the impact of technology
on reading habits, the creation of new reading communities, and the availability of digital texts.
The document proposes tasks that use Scrible, digital fiction, and interactive fiction to engage L2
readers and improve their comprehension.
Writing Skills:
The chapter examines the skills required for L2 writing and current teaching approaches,
including product, process, and social practice methods. It presents tasks that utilize
mind-mapping software, collaborative word processors, and microblogging to enhance writing
skills. The document also addresses the challenges posed by new digital genres and the issues
of plagiarism and copyright in the digital age.

In summary, the document provides a comprehensive overview of the skills and strategies
necessary for L2 learners to develop proficiency in listening, speaking, reading, and writing. It
underscores the transformative role of technology in language learning, offering a wealth of
resources and tools to support and facilitate the acquisition of these skills

The document suggests various activities and tools to facilitate learning, such as mind-mapping
software for organizing ideas, presentation software like PowerPoint for structuring content, and
online resources for collaborative writing and feedback.

Key Notes:

​ Mind Mapping for Planning: The document recommends using mind-mapping software
to plan writing, such as a report on how technology aids writing skills. Mind maps can be
exported and shared, allowing for extensive text notes and easy rearrangement of
content.
​ Presentation Software: Presentation software is suggested for planning extended texts,
as it helps writers visualize the structure of their content. Slides should have a main point
and supporting evidence, which is akin to constructing paragraphs.
​ Collaborative Writing Tools: Tools like Etherpad and Google Docs are mentioned for
real-time collaborative writing, where both the tutor and learner can edit the document
simultaneously, providing dynamic feedback.
​ Graphic Organizers: These are visual tools for organizing information, also known as
mind maps or entity relationship charts. They help students understand text structures
and can be used for various purposes, such as comparing, classifying, or showing cause
and effect.
​ YouTube and Video Clips: Students are encouraged to use YouTube to find short video
clips and design questions to accompany them, aiding comprehension and interaction
with the material.
​ Microblogging: Twitter is suggested for learning to summarize effectively due to its
140-character limit, which forces users to be concise and clear in their communication.
​ Online Writing Labs (OWLs): OWLs are mentioned as resources for writers, offering
grammar advice, referencing guidance, and tips to overcome writer's block.
​ Scrible: This browser plug-in allows users to annotate online texts, which can be shared
with students for closer text analysis.
​ Reading Skills: The document discusses the importance of recognizing text organization
typical of particular genres and how reading helps in becoming a good writer.
​ Listening Materials with Audacity: The document suggests using Audacity to create
listening materials, such as recording a talk about a personal interest and sharing it
online.

In summary, the document emphasizes the integration of technology in L2 learning, offering a

range of tools and activities to improve writing and reading skills. It encourages the use of mind
maps for planning, presentation software for structuring content, collaborative tools for dynamic
feedback, and online resources for supplementary learning and practice.