ELTMaterials.pdf

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PROFILE Vol. 11, No. 2, 2009. ISSN 1657-0790. Bogotá, Colombia. Pages 171-186
ELT Materials: The Key to Fostering Effective
Teaching and Learning Settings
Materiales para la enseñanza del inglés: la clave para promover
ambientes efectivos de enseñanza y aprendizaje
Astrid Núñez Pardo*1
María Fernanda Téllez Téllez**
Universidad Externado de Colombia, Colombia
Our article aims at providing teachers with an overview for materials development, taking into
account the experience gained by two teachers in the English Programme of the School of Education
at Universidad Externado de Colombia in Bogotá. This experience has helped us achieve better
teaching and learning conditions for our university students in their quest to learn a foreign language.
This paper addresses the issue of the role of teachers as textbook developers, and how they can meet
materials development demands by integrating a clear conceptualisation and set of principles as well
as their essential components.
Key words: Materials development, text developers, materials development demands, effective
teaching and learning settings
Este artículo brinda a los profesores de inglés un panorama del desarrollo de materiales con base
en nuestra experiencia como profesoras del Programa de Inglés de la Facultad de Educación
de la Universidad Externado de Colombia, en Bogotá. Esta experiencia ha permitido mejorar las
condiciones de aprendizaje de nuestros estudiantes de inglés como lengua extrajera. El documento
se centra en el papel de los profesores como diseñadores de textos para cursos de inglés, y cómo
ellos pueden satisfacer las exigencias que demanda el desarrollo de materiales, integrando una clara
conceptualización, sus principios y sus componentes esenciales.
Palabras clave: Diseño de materiales, diseñadores de textos, requisitos para el desarrollo de materiales,
ambientes efectivos de enseñanza-aprendizaje
* E-mail: astrid.nunez@uexternado.edu.co
** E-mail: maria.tellez@uexternado.edu.co
Address: Calle 12 No. 1-17 Este. Universidad Externado de Colombia. Bogotá, Colombia.
This article was received on January 19, 2009 and accepted on June 20, 2009.

172 Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Núñez Pardo & Téllez Téllez
Introduction
Our intention is to motivate EFL/ESL teachers
to exploit their creativity and embark upon the
fascinating task of developing their own materials,
applying their valuable knowledge and experience
as regards English learners’ needs, particularly
in the case of English for speakers of other
languages (ESOL). To do so, the first aspect to take
into account is to include some considerations
with regard to the issue of teachers as materials
developers and their contribution to teacher
development. The second one is to provide some
reflections about language teaching and learning
as essential demands when developing materials.
And the third is to present the concept, principles
and components for adapting didactic materials.
Materials Development for
Teacher Development
Teachershaverealizedthatawholeindustryhas
been built up around changing teaching resources
and methodologies. Considerable attention is now
being paid to developing instructional materials
and recognising the importance of teaching
resourcesandstrategiesusedtomaximizestudents’
language learning.
Most EFL/ESL teachers are creative profes-
sionals who have the potential to explore their
creativity and embark upon the fascinating task
of developing their own didactic materials based
not only on their teaching experience, but also on
their expertise in the cognitive and learning proc-
esses needed by EFL/ESL learners, as described by
Pineda (2001). Therefore, this task should not be
confined to text developers exclusively since there
is no complete textbook that fulfils both learners’
and teachers’ expectations, as concluded by Núñez
& Téllez (2008).
For many decades, materials development
was merely the production accompanying a wide
range of learning resources to illustrate methods.
However, things have started to change due to
teachers’ awareness of two issues: first, the huge
production in the interest of methodologies
and materials used for teaching; and second, the
importance of including students’ voices in order
to update teaching materials in terms of the way
learners would like to learn and what they need to
learn in today’s increasingly globalized world.
We do believe that developing materials to
enhance teachers’ pedagogical practices involves
reflection and practice because, as Goethe stated,
“Knowing is not enough. We must apply. Willing is
not enough. We must do”, meaning that reflection
and action go together, hand in hand, from the
onset of materials development.
Then, pondering on the teaching process is
vital in the search for developing materials that
satisfy students’ learning objectives and styles,
preferences, and expectations. Gardner (1993) en-
visioned the multiple intelligences model in which
he asserts that human beings are unique and have
eight native intelligences he termed as interper-
sonal, intrapersonal, musical, spatial, kinaesthet-
ic, logical-mathematical, linguistic, spiritual and
naturalistic that must be acknowledged and de-
veloped when teaching a language. This, in turn,
should lead teachers to reflect upon classroom
procedures in unique paths.
Besides, in agreement with Schön (1983; 1987),
reflective practice is a two-fold concept implying
a dialogue of thinking and doing through which
teachers become more skilful. Thus, the onset of
teachers’ reflection is the individual assessment of
the EFL classroom, which enables them to make
decisions when they create or adapt materials
that fulfil particular students’ needs and learning
settings.

173
ELT Materials: The Key to Fostering Effective Teaching and Learning Settings
This leads us to conclude that teachers should
devote plenty of time to the demanding task of
constructing, deconstructing, and reconstructing
their daily pedagogical practice as a means of
facing decision making, improving their teaching
performance, innovating in their classes and, so,
developing professionally. This practice can be
summarised in the following figure, based on
Tomlinson’ insights about both materials and
teachers’ development (1998).
Figure 1. Outcomes of reflective teaching
(Based on Tomlinson, 1998)
Materials Development
Demands
Acknowledging that students learn at par-
ticular speeds and succeed in different manners,
teachers should consider this diversity when
teaching the target language and when developing
their materials trying, at the same time, to keep a
balance among students’ language learning needs,
preferences, motivations and expectations, their
affective needs, and the institutional policies.
In the same way, and following Oxford (1997),
teachers should also bear in mind that since
knowledge is socially built, fostering pair and
grouplearningactivitiesisa“must”astheyenhance
motivation, improve self-esteem in students, and
lower anxiety and prejudice. Additionally, they are
helpful in sharing information, cooperating with
each other’s learning, enhancing commitment to
subject learning as well as to developing a sense
of belonging to the educational institutions and
classmates.
Furthermore, it is relevant to highlight the
valuable element of enjoyment in our practices
and in the material being produced for our
students, which results in having students
motivated and engaged in a comfortable, warm-
hearted and challenging learning atmosphere.
To that extent, Tosta (2001) and Small (1997)
assert that an essential element of success in an
EFL classroom is the possibility for the class to
be an opportunity to learn and the students to
find learning enjoyable. For this reason, teachers
ought to create materials that promote pleasant
learning settings, thereby fostering motivation,
interaction, and long-term learning.
Moreover, language learning materials con-
stitute a key factor in creating effective teaching
and learning environments. Following Tomlinson
(1998), these materials could be considered effec-
tive if they facilitate the learning of a language by
increasing learners’ knowledge, experience and
understanding of it and, simultaneously, helping
learners learn what they want and need to learn.
In addition, the effectiveness of materials
used for language teaching depends largely on
how meaningful, relevant and motivating they
are to the learners. These three conditions are met
when there is a match between the materials and
tasks proposed in them, with the learners’ needs,
interests, attitudes and expectations. In other
words, teachers should do their best to develop the
most effective, appropriate, and flexible materials
for their students and their programs.

Above all, materials development requires
designers to be reflective, resourceful and receptive
(RRR) agents with regard to their teaching practice,
besides becoming more willing to take risks and
make decisions related to the way they handle
classes, and being less willing to single out what
should not have been done as well as attentive
to complimenting and praising their students’
attempts to perform tasks in a different manner
as there are not necessarily incorrect ways to do
things, but rather different ways to do them.
Consequently, RRR teachers inspire and do
most of these things: devote time to teaching,
facilitating, and guiding their students’ learning
process; implement changes or innovations in their
teaching practice; see students as holistic, unique
individuals; minimize differences and maximize
similarities among students; match students’
language learning needs, concerns and motivation;
comply with institutional targets and students’
affective needs in their teaching methodology;
create a language learning atmosphere that keeps
students’attentionandimaginationgoing;envision
and cope with the syllabus models; and deal with
the types of learning/teaching activities, the role
of the learners as well as that of the instructional
materials.
Figure 2 depicts the triple RRR acronym and
the way we conceive the kind of teachers needed
to carry out the process of materials development
for teacher development.
Figure 2. Teachers' qualities to meet materials development demands

175
Conceptualisation
Although the expression “materials develop-
ment” (Tomlinson, 1998) has different denomina-
tions in available literature, such as instructional
materials design (Small, 1997), course develop-
ment (Graves, 1997), course books (Harmer, 2007),
instructional design strategies (Arnone, 2003), we
prefer the term materials development since it of-
fers a more inclusive definition. It embraces an
array of behaviours leading to fostering effective
teaching and learning settings. Moreover, it in-
cludes the adaptation and/or creation of a learn-
ing-teaching exercise, a task, an activity, a lesson,
a unit, or a module composed by one or two units.
Materialsdevelopmentimpliesthecombination
of both reasoning and artistic processes. In this
respect, Low (cited in Johnson, 1989) states that
“designing appropriate materials is not a science:
it is a strange mixture of imagination, insight, and
analytical reasoning” (p. 153). In the same thread
of thought, Maley (1998) asserts that the writer
should trust “…intuition and tacit knowledge” ….
“and operate with a set of variables that are raised
to a conscious level only when he [she] encounters
a problem and so works in a more analytical way”
(pp. 220-221). Then, these authors agree on the
fact that materials development entails a rational
process and artistic inspiration that together
perform a central role in attaining appealing
teaching-learning resources.
Considering that our duty as teachers is to care
for our students’ learning, developing appropriate
tailor-made materials that suit all of our learners’
profiles becomes a fundamental must. According
to Unesco (2004), “... to respond to the diversity
of learners and enhance the quality of education
we should improve the effectiveness of teachers,
promote learning-centred methodologies, develop
appropriate textbooks and learning materials, and
ensure that schools are safe and healthy for all chil-
dren”. For this reason we insist upon the fact that
developing materials embraces all teachers’ at-
tempts to create or adapt didactic resources to teach
and foster students’ language learning process.
Finally, Tomlinson’s (1998) definition of ma-
terials development suits our perception of inclu-
siveness as it is “anything which is done by writers,
teachers or learners to provide sources of language
input and to exploit those sources in ways which
maximise the likelihood of intake” (p. 2).
Principles and Strategic
Components of Materials
Development
As we stated before, materials development
entails the blending of reasoning and artistic
processes, which are guided by some tenets and
essential ingredients that help both language
learners assimilate and provide teachers with
the groundwork to embark on the materials
development route. Although in the field literature
some theorists have devoted valuable time to
providing principles and strategic components of
materials development, such as Tomlinson (1998),
Harmer (2007), Arnone (2003) and Small (1997),
we will stick to Tomlinson’s principles of second
language acquisition (SLA) that apply to materials
development. In the following list we present the
tenets that materials development must hold:
1. Achieve impact through novelty, variety, at-
tractive presentation, and appealing content.
2. Help learners feel at ease. SLA research has re-
vealed that students seem to learn more and in
a shorter time when relaxed and comfortably
engaged in learning activities (Dulay, Burt &
Krashen, 1982).

3. Help learners develop self-confidence. “Re-
laxed and self-confident learners learn faster”
(ibid).
4. Be perceived as relevant and useful by the
learner.
5. Facilitate student self-investment, which aids
the learner in making efficient use of the re-
sources to facilitate self-discovery.
6. Attain readiness, as asserted by Krashen (1985).
There is a need for roughly-tuned input since it
features what the learners are already familiar
with, but that also contains the potential for ac-
quiring other elements of the input which each
learner might or might not be ready to learn.
7. Draw learners’ conscious or sub-conscious
attention to linguistic features so that they
become aware of a gap between a particular
feature of their native or first language and the
target language. Seliger (1978) suggests that
helping learner notice the gap between output
and input facilitates the acquisition process.
8. Provide opportunities for communicative
purposes in L2, thereby fostering language
use, not just usage. As pointed out by Canale
& Swain (1980), learners should be helped to
reflect upon their existing procedural knowl-
edge and develop strategic competence.
9. Take into consideration that for learning to
take place, learners may be able to rehearse
certain information, to retrieve it from short
term memory or to produce it when prompted
by the teacher or the materials, but this does
not mean that learning has taken place. Ellis
(1997) reports on some research on this princi-
ple and suggests the need for post-evaluation
of materials to find out what learners have
eventually learned as a result of using them.
10. Take into account students’ different learning
styles such as visual, auditory, kinaesthetic,
analytic, experiential, global, dependent, in-
dependent, etc., as suggested by Tomlinson
(1998) and Harmer (2007).
11. Regard students’ emotions or affective screen.
As Dulay, Burt & Krashen (1982) assure, learn-
er’s individual motives, emotions, and atti-
tudes are displayed in the EFL classroom, and
result in different learning rates and grades.
12. Allow for a silent period at the onset of in-
struction until learners have gained sufficient
exposure to the target language and confi-
dence in understanding it.
13. Stimulate left and right brain lateralization
through intellectual, aesthetic and emotional
involvement. While the left side of our brain
processes speech, analysis, time, and se-
quence, and recognizes letters, numbers, and
words, the right side processes creativity pat-
terns, spatial awareness, and context, and rec-
ognizes faces, places, and objects, as affirmed
by Tomlinson (1998) and Arnone (2003).
14. Offer plenty of free practice. As Ellis (1990) as-
serts, controlled practice seems to have little
long-term effect on the accuracy required to
perform new structures. Ellis also points out
that control practice has little effect on fluency.
15. Provide opportunities for outcome feedback.
The following aspect we would like to address
has to do with the fundamental elements that must
be taken into consideration for the development of
teaching and learning materials.
Essential Components
in the Process of Creating
and Adapting Didactic
Learning Materials
Given that our intention is to encourage EFL/
ESL teachers to make the most of their creativity
and engage them in developing their own teaching

177
materials, we place special attention on the
components that lead us along the captivating
path to materials development.
Figure 3. Putting materials development
components together
In this respect, Graves (1997) provides us with
a particularly interesting framework for course
development that is not one of equal and sequential
parts, but rather one in which each individual’s
context determines the processes that need more
time and attention. According to her, a framework
of components is useful because it constitutes an
“organized way of conceiving a complex process”,
explains areas of interest for teachers or “domains
of inquiry”, raises issues for teachers to explore and
discover, and provides an array of “terms currently
used in course development” (p. 12).
Figure 3 presents the way we conceive the
seven essential components that make up the
framework for materials development in a solid
unit, integrating all of them and setting needs
assessment as its core.
A. Needs Assessment
A central ingredient for developing materials
is the use of systematised needs assessment
procedures because it involves a set of aspects that
determines teacher-decision making that will most
probably help both students and teachers achieve
meaningful and effective teaching and learning
settings. In regard to this process, Núñez & Téllez
(2008) state that as teachers most frequently make
decisions regarding aims, strategies, and materials
that will influence their classes, those ought to
be based on a systematic well-informed needs
assessment.
The previous concerns have led us to propose
needs assessment as the core and, thus, the onset
of materials development. In the same thread of
thought, Pineda (2001) asserts that it ought to be
the point of departure to make academic decisions
suchassyllabidevelopment,instructionalstrategies
and materials selection, as well as assessment and
evaluation implementation. Therefore, identifying,
addressing, and meeting students’ needs will most
probably narrow the gap between learners’ needs
and teaching materials that address such needs
and, so, foster both their level of involvement in
classroom and their language performance.
Having stated the importance of needs
assessment, we can now turn our attention to
what it entails. According to Graves (1997), it is an
ongoing or evolving process that looks into “what
the learners know, and can do, and what they
need to learn or do…” (p. 12). Furthermore, it is
influencedbyaseriesofaspectssuchastheteachers’
views of what the course is about; the situational
constraints; the students’ perceptions of what is
being asked or expected of them; and teachers’
views or perceptions of their students’ needs as a
result of prior contact with their students.

As we can see, carrying out a needs assessment
goes beyond recognizing students’ lacks. It implies
making informed academic decisions that will,
in turn, enable teachers to envision alternative
learning routes to meet different needs, teaching
environments,andstudents’profiles.Inotherwords,
implementing the needs assessment process will
allow for more meaningful, dynamic, challenging,
enjoyable, and effective learning settings.
B. Setting Goals and Objectives
Another significant aspect that must be dealt
with when developing materials is the setting of
learning goals and objectives. The horizon to be
focused on in the EFL classroom should be set
up clearly, aiming at satisfying students’ needs
and expectations through the development and
implementation of learning materials. In this
respect, Graves (1997) defines goals as the general
or overall long-term purposes of a course and
objectives as the specific form in which goals
will be attained. They are just “particular ways
of formulating or stating content and activities”
(Nunan, 1988, p. 60).
Reflecting upon the reasons to set goals and
objectives, we may encounter the following.
First, they give a sense of direction and content
framework for teachers in regard to course
planning. Second, they compose a map of the
territory to be explored in which the destination
is made up by the goals; and the objectives by the
various points of the path to go along. Third, they
help teachers determine the appropriate content
and activities for the course. Fourth, they help
students to become aware of what they are doing
in the course.
All in all, stating learning goals and objectives
prior to developing materials not only gives a sense
ofdirectionofthelessonorcourse,butalsobenefits
the agents involved in the teaching and learning
endeavours to the degree that students undergo a
successful non- threatening learning process and
teachers improve their teaching practice.
C. Conceptualising Content /
Designing a Syllabus
This third component encompasses the incor-
poration of language aspects and language learn-
ing development procedures that are vital to the
course progress. Even though the definition of a
syllabus seems quite simple, its design demands
accurate knowledge of the teaching and learning
processes. Etymologically speaking, a syllabus
means a “label” or “table”; and Altman & Cashin
(1992) pinpoint that a syllabus aims at communi-
cating to students what the course intends to be,
the reasons for teaching it, its destination, and
the requirements to pass it. However, following
Graves’ description (1997), a syllabus can be con-
sidered a complex living entity under permanent
change because there is never a perfect version of a
syllabus, but rather one in which four focal points,
namely, the language view, the learning and the
learners’ focus as well as the social context factor,
play a central role.
The previous reasons lead us to affirm that we
cannot refer to the evolution of course and materials
content conceptualisations without considering the
changes that, throughout history, have taken place
in teaching methods and approaches, language
acquisitions insights, and educational milieus.
They have, to a great extent, permeated materials
production starting with the structural view of
language, then moving forward to a four-skill based
language approach, later to a more communicative
use of the target language, and finally to the
development of cognitive, communicative and
contextual competencies. All these adjustments have

179
Table 1. The evolving nature of language teaching and materials content

allowedforself-directedlearning,culturalknowledge
and awareness, and global communication, as can
be observed in Table 1.
To conclude, we acknowledge that designing
a syllabus demands the integration of an array
of aspects that are fundamental to language
learning and acquisition within a diversity of
social contexts. Indeed, learners’ particular needs,
informed teaching and learning tendencies, and
the wide range of socio-cultural conditions must
be properly identified, addressed and considered if
we want to promote more interesting, significant,
and favourable learning environments.
Table 1 depicts the close relationship between
the evolution of the teaching of languages and the
ways in which content is conceptualised.
D. Selecting and Developing
Materials and Activities
Selecting materials and activities for our
students is not a haphazard decision; it is one
that embraces making effective and opportune
decisions for their benefit. That is why we utterly
agree with Graves (1997) who had the conception
that any text by itself is not the course, but rather a
tool that can be divided or cut up into components
and then rearranged so as to suit the needs,
abilities, interest, and expectations of the students
comprising a course. Therefore, textbooks can be
modified to incorporate activities that encourage
students and move them beyond the constraints of
the textbook.
In fact, a proper selection of activities must con-
sider a range of factors such as usefulness in attain-
ing the course purpose; suitability of students’ age,
interests, needs and expectations; availability of use;
and plausibility of being adjusted up or down ac-
cording to students’ particular learning styles. Ide-
ally, learners should be exposed to a set of carefully
planned, graded, sequenced and very well-articu-
lated learning activities that will eventually enhance
students’ self-confidence and self-worth as a result
oflearningattheirownpaceand intheirownstyles.
Moreover, an appropriate selection of activities will
simultaneously allow teachers to make autonomous
opportune decisions that foster a harmonious and
efficient development of their classes and the attain-
ment of students’ learning objectives.
E. Organisation of Content
and Activities
In materials development, both content and
activities could be structured in three distinct
fashions known as the building, the recycling, and
the sequence and matrix approaches. The first one
gradually moves from the simplest to the most
complex activities, from the general to the specific
ones, and from the concrete to the abstract. The
second one provides students with a learning
challenge in terms of a new skill area, a different
type of activity, or new focus. The third one follows
a consistent sequence to be fulfilled within a given
period.
Although tables and webs are excellent tools
to organise content, any graphic representation or
illustration can be useful. Teachers’ creativity can
easily represent content and activities through a
rainbow, a racing route, a landscape, etc., as can be
seen in Illustrations 1 and 2. The first one is based
on Graves (1997), the second one was inspired by
our students’ ideas about an English programme
that promotes the multidimensional approach
of learning a language, and English for General
Purposes (EGP) and English for Specific Purposes
(ESP) as its main components. Illustration 1 is an
adapted version of Denise Maksail-Fine’s second
mind map for a high school Spanish course, as
cited by Graves (1997, p. 61).

181
Figure 4. Organising content/ Designing a syllabus in a creative way

Figure 5. Representation of a syllabus in an original way

183
F. Evaluation
As it is widely-known, evaluation is a constant
process and so must be carried out during the on-
going lessons. This suggests that any moment is
opportune for the teacher to check what students
have understood and how much they have been
able to apply. According to Hughes (1989),
evaluation is a permanent component of the
course development process that serves, among
other purposes, to diagnose specific strengths
and weaknesses, and assess students’ achievement
in a course programme. However, our duty as
teachers-facilitators is to make the evaluation time
a positive experience that brings out the best in
students, and thus builds their confidence in the
process of learning a language.
Furthermore, Brown (cited in Johnson, 1989)
identifies two types of evaluation: formative
and summative. The former takes place during
the implementation of the course and provides
information about students’ achievements and
shortcomingsandtheextenttowhichneedsaremet,
aiming at adjusting it while being developed. The
latter, on the contrary, occurs at the end of a course
and gives information about both students’ overall
achievement and the effectiveness of the course
for future implementation. Thus, the evaluations
we implement may lead students to become aware
of strategy use, which, in that case, would enable
them to polish up their positive language learning
aspects and tackle those harmful ones as well as
self-regulate their own learning endeavours.
For the previous reasons, the assessment
component of the framework for materials
development plays a vital role in assessing both
students’ needs and learning, and the course per
se. In Graves’ view (1997), there is a match between
assessing students’ learning and evaluating the
course itself because the first gives a clear account
of the second one and vice versa. Hence, to
develop criteria for assessment, teachers should
undergo the disciplined processes of formulating
goals and objectives, designing a syllabus and
conceptualising content.
Overall, teachers are to fulfil the dual process
of stating goals and objectives, and asking students
questions at both the beginning and the end of
each unit, which will help them make decisions
about skills and topics to be assessed, and identify
what students know and what they need to refine.
Thus, pre-and post-reflective questions about the
materials allow teachers to detect flaws and so re-
examine students’ needs, reorganise syllabuses, re-
select activities aimed at meeting and challenging
students’ needs and learning.
G. Resources and Constraints
Teachers ought to be resourceful and then
adapt to the tangible or intangible givens and lacks
of their teaching situation insofar as it allows them
to make down-to-earth sense of all the processes
involved in developing materials. Graves (1997)
highlights how resourceful teachers can become in
the absence of physical or technological resources,
such as a classroom, books, technology, time, and
even furniture. In other words, the lack of physical
resources may encourage teachers to use available
resourceslikebriefperiodsoftimeorpoorfacilities
in creative ways.
Conclusions
Our aim is to inspire EFL/ESL teachers to take
advantage of their knowledge and creativity to
undertake the development of their own teaching
materials. Although course and materials develop-
ment, like teaching, is a complex multidimensional
process, all teachers are potential materials devel-

opers. Such process demands the careful fulfilment
of a well-informed framework of components,
which will eventually allow both teachers and stu-
dents to succeed.
The degree of acceptance by learners that
teaching materials have may vary greatly according
to the novelty, variety, presentation and content
used in them. The material content is likely to
reach its purpose when the input in the target
language the learners are exposed to can somehow
be understood, inferred or deduced by the learner.
Teacher-developed materials boost not only
effective learning settings and outcomes, but also
teachers’ pedagogical practice/performance. On
the one hand, students’ self-confidence and self-
worth will be enhanced as a result of learning
at their own pace, in their own styles, and in an
enjoyable, non-threatening atmosphere that will
keep their motivation up. On the other hand,
opportune teachers’ decision-making will foster
a harmonious and efficient development of their
classes and the accomplishment of students’
learning objectives.
Effective materials make learners feel comfort-
able and confident because both the content and
type of activities are perceived by them as sig-
nificant and practical to their lives. However, the
teaching materials by themselves are not sufficient
to create effective teaching and learning settings
since a lively EFL/ESL classroom depends largely
on good materials used in creative and resource-
ful ways. Therefore, in the materials designed, lan-
guage teachers need to lead their students to have
materials interact appropriately with their needs
and interests in order to facilitate learning.
Apart from the aspects mentioned above,
materials development contributes directly to
teachers’ professional growth insofar as it betters
their knowledge, skills and creativity, raises their
consciousness as regards teaching and learning
procedures, and allows them to act as agents of
permanent change. This, in turn, may probably
encourage language teachers to run the risk of
designing materials and becoming more assertive
individuals because as Marie Curie stated:
“Nothing in life is to be feared. It is only to be
understood.” By the same token, Einstein wrote
“Don’t be afraid to encounter risks. It is by taking
chances that we learn to be brave.” In other words,
it is by doing that we enhance our expertise.
Last, but by no means least, we would like
to leave you with this remark to keep in mind:
designing materials is not a race, but rather a
peaceful journey to be savoured each point along
the path, each step of the route to be travelled.
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About the Authors
Astrid Núñez Pardo is a full-time professor, English Programme coordinator, researcher and
materials designer in the School of Education, Universidad Externado de Colombia. She holds an
m.a. in Education, a Specialization in International Economics, and a b.a. in Hotel and Tourism
Business Management from Universidad Externado de Colombia; and a postgraduate Diploma in
Linguistic Studies from University of Essex, Colchester, England. She is author of several textbooks
and Grupo Editorial Norma - Greenwich elt Editor.
María Fernanda Téllez Téllez is a full-time professor, English teacher-researcher and materials
designer in the School of Education, Universidad Externado de Colombia. She holds an m.a. in
Education, Universidad Externado de Colombia, and a b.a. in Teaching Modern Languages,
Universidad de los Andes, Bogotá. She is also author of the book You Too Teacher’s Guide for grade 7th
and Grupo Editorial Norma - Greenwich elt Editor.

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