EL120: LANGUAGE

L E A R N I N G M AT E R I A L S
DEVELOPMENT
R YA N C H R I S T I A N TA G A L- B U S T I L LO
 This course engages in the selection, development,
production, and evaluation of variety of language teaching and
learning resources based on the identified learning
competencies. Demonstrate content knowledge on the
principles and procedures of language materials development.
Show competence in employing innovative strategies on the
design and development of contextualized and localized
instructional materials that provide opportunities for
meaningful, purposeful language use thereby facilitate
language learning and teaching.

COURSE DESCRIPTION:
UNIT 1: INTRODUCTION
T O M AT E R I A L S
DEVELOPMENT
 INTRODUCTION:

• Communication is a survival resource.

• You need to equipped with a wide array of
scaffolds.
• Well-planned communicative teaching-learning
strategies and activities/instructional materials.
• Nunan (1992) states that teaching materials are often the
most substantial and observable component of
pedagogy.
• Edge (1993) stated that materials exist in order to support
learning/teaching, so they should be designed to suit the
people and the processes involved.
• Tomlinson (2011), an instructional material is anything which
is used by the teacher to facilitate teaching and learning
as the material designer builds in a pedagogic purpose.
L E SS O N 1 : E SS E N C E
OF INSTRUCTIONAL
M AT E R I A L S
•Instructional materials serve as
the heart of active
engagement of students in
language learning.
CONCEPTS OF IM’S SHARED
BY E X P E RT S .
• Amadioha (2009), instructional materials refer to those alternative
channels of communication, which a classroom teacher can use to
concretize a concept during teaching and learning process. Before a
teacher can design or produce an instructional materials, he has to know
what these instructional materials are, their advantage and
disadvantage, characteristics, limitations, etc – the essence of producing
instructional materials, is to facilitate the teaching and learning process.
• Brown (1995), an instructional material is any systematic description
of the techniques and exercises to be used in the classroom teaching.
CONCEPTS OF IM’S SHARED
BY E X P E RT S .
• Obanya (1989), they are didactic material things which are
supposed to make learning and teaching possible.
• Remilliard and Heck (2014), they are human and non-human
materials and facilities that can be used to ease, encourage,
improve, and promote teaching and learning activities. They are
defined as resources that organize and support instruction, such
as textbooks, tasks and supplementary materials.
• Shukla (2018), teaching aids are objects or devices used by a
teacher to enhance or enliven classroom instruction.
CONCEPTS OF IM’S SHARED
BY E X P E RT S .
• Richards (2003), the role of materials in language
teaching as a resource – for presentation materials;
activities for learners’ practice and communicative
interaction; for learners on grammar, vocabulary,
pronunciation stimulation and ideas for classroom
activities; a support for less experienced teachers.
 L E SS O N 2 :
DEVELOPMENT OF
INSTRUCTIONAL
M AT E R I A L S
Authenticity and purposiveness of instructional
materials for language learning are essential
elements before the can be meaningfully utilized in
class.
Teachers’ experiences in language teaching as
well as their understanding of their students’
knowledge, skills and behavior are other key
factors towards motivating the students to learn the
target language.
 S O M E I D E A S A B O U T M AT E R I A L
D E V E LO P M E N T:
• Nunan (1991), materials development is basically dealing with
selection, adaptation and creation of teaching materials.
• Tomlinson (1998), materials development refers to anything
which is done by writers, teachers or learners to provide sources
of language input in ways which maximize the likelihood of intake.
• McGrath (2013), the importance of materials-as-content acts as
a stimulus for communicative interaction and materials-as-
language serves the purpose of information about the target
language and carefully selected examples of use.
 S O M E I D E A S A B O U T M AT E R I A L
D E V E LO P M E N T:
• Pardo and Telles (2009), teacher-produced materials play an
important role in bridging the gap between the classroom and the
world outside.
• Reinders and White (2010), language learning and teaching
have been further transformed by the rapid development of a wide
range of technology-mediated resources, materials, tasks and
learning environments.
• Nambiar; Ibrahim, et.al. (2020), integrating texts with the local
culture will lessen the unfamiliarity and help students to read
better.
• Know your students well.
• Understanding the learning
outcome/s.
• Think and smart practical.
• Adapt/adopt well-proven effective
instructional materials.
• Create contextualized materials.
L E SS O N 3 : C U R R E N T
T R E N D S A N D I SS U E S
I N M AT E R I A L S
DEVELOPMENT
• Knowing the position of the
materials development in the
framework of language course
design.
• Determining the relevant approach
to course design on which the
nature of developing materials will
base.
• Knowing the stages of developing
the materials.
• materials selection
• materials evaluation
• materials adaptation
 L E SS O N 4 : W H O
SHOULD DEVELOP THE
M AT E R I A L S ?
• It is based on teacher’s beliefs, understanding and
experience.
• Also depends on teacher’s goal and objectives.
• Must be feasible and appropriate within the context.
• Material should be able to capture students’ need
and both present and future needs.
• A good material may become the tipping point
which decide the result of a learning.
L E SS O N 5 : P R I N C I P L E S
OF SECOND LANGUAGE
ACQUISITION (SLA)
R E L E VA N T T O T H E
DEVELOPMENT OF
M AT E R I A L S
PRINCIPLES:

1. Materials should achieve impact.

2. Materials should help learners to feel at ease.
3. Materials should help learners develop confidence.
4. Materials should be relevant and useful.
5. Materials should require and facilitate learners'
self-investment.
PRINCIPLES:
6. Learners must be ready and acquire the points being taught.
7. Materials should expose the learners to language in
authentic use.
8. The learners’ attention should be drawn to linguistic
features of the input.
9. Materials should take into account that the positive effects
of instruction are usually delayed.
10. Materials should take into account that learners differ in
learning styles.
PRINCIPLES:
11. Materials should take into account that learners differ in
affective attitudes.
12. Materials should permit a silent period at the beginning
of instruction.
13. Materials should maximize learning potential.
14. Materials should not rely too much on controlled practice.
15. Materials should provide opportunities for outcome
feedback.
LEARNING STYLES.
 Visual
 Auditory
 Kinesthetic
 Studial
 Experiential
 Analytic
 Global
 Dependent
 Independent