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3250832
Language Teaching Materials and the (Very) Big Picture
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María Camila Garay Paula Valeria Segura
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mila_garay
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Language Teaching Materials and the (Very) Big Picture
ELT materials: the 1950s to the 1980s
The late 1960s to the late 1970s
Turbulence and Rebellion
The emergence of "fringe", humanistic methodologies
Self-access work, featuring self-study materials and teacherlesslanguage learning
Krashen's Input Hypothesis
Learners would produce language when they were ready
The 1950s/ 60s and the Cold War
The USSR launched the world's first artificial satellite called Sputnik
Change the history of language teaching
Space Race
Foreign Language Teaching came to take on a particular priority
The 1958 National Defense (Foreign Language) Act
Roberto Lado
English Pattern Practice
Era dominated by technical advances
The 1970s to the mid 1980s
Embourgeoisement process
Prevalence of a concern of individualism
Tom Wolf
Me Decade
Learners have their own unique way of approaching language study
Development of tools for individual's paricular needs
Why are ELT materials the way they are?
New imperatives on materials design: the mid 1980s onwards
Contemporary post-industrial society
McDonaldization
Ritzer (1993, 2012)
Block (2004)
Gray and Block (2012)
McDonalds
Efficiency & predictability
Strict policies
Fixed, deskilled work routines
Employees
"CAGED"
Employees-costumers
Fixed language scripts
Employees-costumers
Standardised Materials
Course packages
Warm up Reading Grammar work Written practice Freer work
Workplanes, modules, units, blocks, themes
Widespread commercial succes
Neo-liberalism
The primacy of "the market"
Increasing divisions between rick and poor
Commodification of interactions
Physical or intangible products and services
Language certifications
Exam-type exercies (marketed)
Stimulating economic and liberalist policies growth
Atomisation-monetisation
Monetary value for traded, accumulated or invested
Common European Framework: Language products
Atomised methodologies > Atomised materials
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