Advantages and disadvantages in desing own l2 material
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English teachers may choose to design their own teaching materials for several reasons: 1) They can contextualize materials to their specific students and educational environment since published materials are generic. 2) They can tailor materials to individual student needs and learning styles to increase engagement. 3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests. However, teacher-made materials also risk being disorganized, lacking quality or coherence if not designed carefully while considering student needs, curriculum goals, teaching context, and resources available. Significant time is also required.
Advantages and disadvantages in desing own l2 material
- 2. Why English language teachers may choose to design their own materials? Advantages of developing own materials: Contextualization : EFL books are generic and not aimed at any specific group of learners or any particular culture or educational context. In designing their own materials teacher can take into account their particular learning environment and to overcome the lack of ‘fit’ of the course-book. Availability is other consideration. Teacher produced materials can be best option for both school and students.
- 3. Individual needs - teaching should consider individual needs of learners. - Teacher designed materials can be responsive to the heterogeneity inherent in the classroom, which will encompass the learners’ first language and culture as well as their learning needs and experiences. - Few course-books deliberately incorporate opportunities for learners to build on the first language skills already acquired - teacher can organize the material and activities over the course.
- 4. Personalization home-made materials can acc personal touch to teaching, that students appreciate. Tapping the interest and taking into account of the learning styles of students is likely to increase motivation and engagement in learning. There is also greater choice, freedom and scope for spontaneity when teachers develop their own materials
- 5. Timeliness teachers designing their own materials can respond to local and international events with up to date, relevant and high interest topics and tasks.
- 6. Disadvantages of developing own materials Organization the produced materials should be organized around an identifiable principle and follow a discernible pattern. In contrast, teacher designed materials may lack overall coherence and a clear progression, which may result in poorly focused activities lacking clear direction.
- 7. The quality the most common criticism which against teacher made materials is to do with their quality. At the surface level, teacher made materials may seem ragged and unprofessional next to those produced by professionals. lack of experience and understanding on the part of the teacher may result in important elements being left out or inadequately covered. some other problems might be lack of clear instructions and poor choice of text.
- 8. Time the key factor inhibiting many teachers from producing their own teaching materials is time.
- 9. Factors to consider when designing materials Learners The point of teacher-created materials is relevance, interest, motivation and meet specific individual needs, therefore teachers must ensure they know their learners well. Any consideration of syllabus or materials design must begin with a needs analysis, such as: learning needs, learning preference, students experience, first language and levels of literacy in it, aspirations and their interests and their purpose for learning English
- 10. Curriculum and the context Many teachers are bound by a mandated curriculum defining the content, skills and values to be taught. A curriculum outlines the goals and objectives for the learners and the course of study. It is the responsibility of teachers to ensure that the goals and objectives of the overarching curriculum are kept close at hand when designing material
- 11. Context Context in which the teaching and learning occurs will impact the types of materials that may need to be designed. For example, a primary-level mainstream, in English speaking setting, with a set curriculum and access to native speakers may require materials that facilitate interaction about subject content and develop cognitive academic language proficiency. Refugee adults may need teaching materials that focus on meeting immediate survival needs and gaining employment.
- 12. The resources and facilities Access to resources such as computers (with or without internet access), a video player and TV, radio, cassette recorder, CD player, photocopier, language lab, digital camera, whiteboard, OHP, scissors, cardboard, laminator etc. will impact on decisions in materials design. Resource-less teaching may address the impoverished reality of some teaching context.
- 13. Personal competence and confidence This will be influenced by the teacher’s level of teaching experience and his or her perceived creativity or artistic skills and overall understanding of the principles of materials design and production. The most realistic option for most teachers is undertake materials design to modify, adapt or supplement a course-book.
- 14. Some decisions available for teacher: Add activities to those already suggested Leave out activities that do not meet your learners’ need Replace or adapt activities or materials with: 1. supplementary materials from other commercial text 2. Authentic materials (newspaper, radio reports, films, etc.) 3. Teacher created supplementary materials Change the organizational structure of the activities, for example: pairs, small groups or whole class.
- 15. Copyright compliance Teachers need to be aware of the restrictions that copyright laws place on the copying of authentic materials, published materials and materials downloaded from the internet for use in the classroom. This particularly important when creating course materials that will be used by a large number of classes over time.
- 16. Time Teacher should consider ways to make this aspect manageable. Block (1991) suggests a number of ways in which teachers can lighten the load, including sharing materials with other teachers, working in a team to take turns to design and produce materials, and organizing central storage so materials are available to everyone.