THE MAIN ISSUES WHEN CHOOSING MATERIAL FOR TEACHING ENGLISH TO ADOLESCENTS AND ADULTS.

The selection of teaching and learning materials is an integral part of curriculum planning and delivery in preschools and schools. Children and students come into contact with a vast array of print, visual and multimedia materials in their daily lives. Their exposure to such materials is mediated by parents and other caregivers, by legislation and by social conventions. Educators also have a duty of care to ensure that the teaching and learning materials with which children and students are presented, or towards which they are directed, are appropriate to their developmental growth and relevant to the achievement of appropriate learning outcomes.

Content/Format/Design

Learning Resources should

• Support and be consistent with provincial and local pilot/program curriculum outcomes.

• Be developed by competent authors and producers and meet high standards of quality in factual content and presentation.

• Be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected.

• Have aesthetic, literary, and/or social value.

• Have a physical format and appearance suitable for their intended use.

• Be one of a variety of media presentation modes.

Methodology Learning resources should

• Be activity-based rather than lecture-based

• Draw students into group and co-operative learning, as well as provide for individual growth.

• Promote hands-on activities and an applied approach to learning.

• Encourage students to question, think, react, reflect, and decide in ways that develop critical-thinking and decision-making skills.

• offer choice and flexibility, as appropriate, to meet needs related to individual aptitudes, abilities, learning styles, multiple intelligences, and interests.

Assessment/Evaluation

Learning resources should

• Be supportive of continuous learning by the individual.

• Provide for both formative and summative assessment/evaluation as appropriate.

• Be relevant to the needs of the student.

Social Considerations

Learning resources should

• Reflect sensitivity to gender and sexual orientation, the perspective of aboriginal people, and cultural and ethnic heritage.

• Promote equality by enhancing students’ understanding of a multicultural and diverse society.

• Be chosen to help students understand the many important contributions made to our civilization by minority groups and people/groups with a variety of ethnic backgrounds.

• Be designed to motivate students and staff to examine their attitudes and behaviors, and to comprehend their duties, responsibilities, rights, and privileges as participating citizens in our society.

• Support/promote students’ self-esteem and respect for the self-esteem of others.

• Recognize the integration of students with special needs (as part of the class).

• Reflect good safety practices in texts and visuals (e.g., use of helmets, seatbelts)

• Portray positive role models

• Use language appropriate to the intended audience, and exclude slang, vernaculars, or expletives that detract from meaning. 

Multiculturalism

• Students should experience a sense of belonging coupled with pride in their heritage. Learning materials should raise levels of awareness about ethnocentrism, bias, stereotypes, discrimination, and racism, and teach or provide examples of inclusive, pro-social behaviors.

• Students from all cultural and ethnic backgrounds need to see themselves reflected in educational materials. The sharing of cultural heritages, languages, traditions, values, and lifestyles enriches the education of all students.

• To these ends, resource collections should include materials that

- increase awareness of ethnic and cultural diversity

- create sensitivity to and respect for differences and similarities within and among groups

- affirm and enhance self-esteem through pride in heritage

- promote cross-cultural understanding, citizenship, and racial harmony

- reflect and validate students’ cultural experiences.

Resources

http://www.gov.pe.ca/photos/original/ed_ESLR_08.pdf

http://www.decd.sa.gov.au/policy/files/links/Choose_use_booklet_FA.pdf