Critical Journal Review

CRITICAL JOURNAL REVIEW
ENGLISH CURRICULUM AND MATERIALS DEVELOPMENT

LECTURER: Christine Helena Natalia, S.Pd.,M.Hum
ASSIGNED BY GROUP TWO

DONI SETIAWAN SINAGA (2191121001)
ENGLISH EDUCATION 2019
CLASS A
Faculty of Languages and Arts

PREFACE
First of all, the writers would like saying “thanks” for God’s love and grace for
us. Thanks to God for helping the writers and give the writer chance to finish this
assignment. And the writers would like to say “Thank you” to Mrs. Christine Helena
Natalia, S.Pd., M.Hum. as the lecturer that always teaches us and give much
knowledge about how to practice English well.
This assignment is the one of English task that composed of critical book review
in English Curriculum And Materials Development subject. The writer realized this
assignment is not perfect. But the writers hope that it can be useful for us. Critics and
suggestion are needed here to make this assignment be better. Hopefully, we as a
student in State University of Medan can work more professional by using English as
the second language . Thank you.
The Writers
Introduction
The first edition of ''Developing Materials for Language Teaching,'' published in 2003, addressed
a need for a thorough treatment of the principle issues in the field of materials development for
language teaching and learning: the theoretical and practical concerns of creating, evaluating,
and adapting materials for various types of learners and for specific language skills. The volume
under review is the updated second edition, which is intended to provide current perspectives on
the field, in addition to ''providing stimulus and refreshment for teachers, academics and
materials developers,'' according to the editor, Brian Tomlinson, in the preface . The second
edition contains a mix of updated articles from the first edition and new articles reflecting
theoretical and technological advancements in the field. The twenty-six articles contained there
in are grouped into five themes: 'Evaluation and Adaptation of Materials', 'Principles and
Procedures of Materials Development', 'Developing Materials for Target Groups', 'Developing
Specific Types of Materials', and 'Materials Development and Teacher Training'. Each section
concludes with two to four pages of comments by Tomlinson that summarize and synthesize the
main conclusions from the articles in that section. The chapters range from literature reviews to
case studies and action research projects, and focus on materials for a variety of instructional
contexts, and for learners of diverse backgrounds and ages. The authors are concerned primarily
with materials for learners of English, as both a second and foreign language.
Summay Of the Book
The first chapter in Part E, 'Materials Development and Teacher Training', is ''Materials
Development Courses'' by Tomlinson. The Author surveys the objectives and procedures of
materials development courses, then provides examples of his flexible framework in practice,
informed by his extensive experience in this area. Next, in ''Simulations in Materials
Development,'' Tomlinson and Masuhara illustrate the value, principles, and procedures of
simulations (as opposed to real-life tasks) in materials development courses. The final chapter is
''Working with Student-Teachers to Design Materials for Language Support within the School
Curriculum'' by Helen Emery. The author reports on a project that uses a Content and Language
Integrated Learning (CLIL) approach in the development of materials for teaching English
science vocabulary in Brunei schools. Student-teachers worked together to create these materials;
their results are described. Tomlinson, in his comments on Part E, reiterates the value of positive
affect, interactivity, and theoretical and practical awareness raising in the materials development
process. The volume closes with a conclusion from Tomlinson, in which he briefly recaps the
main criticisms from the authors included, as well as the new directions they propose. Tomlinson
ends the book with a call to further applied and action research, in order to advance the field of
materials development.
One of the things which materials the writers need to do is to develop flexible frameworks to
help them produce effective materials for target learners in principled and coherent ways. This is
something the writers always do before embarking on a materials development project.
The Writer framework develops as the writers progress and it helps the writer to write quickly
and effectively. But before such frameworks are developed the writers need to decide what
principles should drive their procedures. Here are the main principles of language acquisition
which the writers follow when developing materials, and some of the principles for materials
development which the writers derive from them. As the writers read them the writers might like
to evaluate their validity and usefulness and to think of other principles of your own.
A pre-requisite for language acquisition is that the learners are exposed to a rich,
meaningful and comprehensible input of language in use.
In order to acquire the ability to use the language effectively the learners need a lot of
experience of the language being used in a variety of different ways for a variety of purposes.
They need to be able to understand enough of this input to gain positive access to it and it needs
to be meaningful to them (Krashen 1985). They also need to experience particular language
items and features many times in meaningful and comprehensible input in order to eventually
acquire them. Each encounter helps to elaborate and deepen awareness and to facilitate the
development of hypotheses needed for eventual acquisition.
Examples of Materials
The Author use what the Author call task-free activities to help the Authors to apply Principle
of Language Acquisition . This involves me at the beginning of every lesson reading a poem or
story, or telling a joke or anecdote. There are no questions or tasks after the listening, just written
copies of the text for those students who were engaged by it to take home, read and file away.
The students are encouraged to ask the author questions about the texts at any time and to return
to read the texts they have collected many times. The Author also use extensive reading,
extensive listening and extensive viewing to help to apply this principle and The Author use a
text-driven approach to developing units of material in which an extensive text drives the skills
and language activities of each unit.
In order for the learners to maximise their exposure to language in use they need
to be engaged both affectively and cognitively in the language experience
If the learners do not think and feel whilst experiencing the language they are unlikely to
acquire any elements of it (Arnold 1999). Thinking whilst experiencing language in use helps to
achieve the deep processing required for effective and durable learning and it helps learners to
transfer high level skills such as predicting, connecting, interpreting and evaluating to second
language use. If the learners do not feel any emotion whilst exposed to language in use they are
unlikely to acquire anything from their experience. Feeling enjoyment, pleasure and happiness,
feeling empathy, being amused, being excited and being stimulated are most likely to influence
acquisition positively but feeling annoyance, anger, fear, opposition and sadness is more useful
than feeling nothing at all. Ideally though the learner should be experiencing positive affect in
the sense of being confident, motivated and willingly engaged even when experiencing
‘negative’ emotions. There is a substantial literature on the value of affective and cognitive
engagement whilst engaged in responding to language in use, with much of it focusing on
research into the role of emotion in language learning and use or reporting research on cognitive
engagement during language lessons..
Examples of Materials
The writer use a text-driven approach in which the starting point for developing each unit is a
potentially engaging spoken or written text. The writer first of all devise readiness activities
which help the learners to activate their minds prior to experiencing the text, the writer give the
learners an holistic focus to think about when experiencing the text and the writer invite them
to articulate their personal responses to the text before going on to use it to stimulate their own
language production.
When developing classroom materials the teachers should also, of course, consider principles
of language teaching. The teachers main teaching principles is that: The teaching should meet the
needs and wants of the learners. From this the teachers most important materials development
principle is that: Materials need to be written in such a way that the teacher can make use of
themes a resource and not have to follow them as a script. It seems that most classroom materials
are written though for teachers and students to follow. It also seems that many of them not driven
or even informed by principles of language acquisition and development. Some of them manage
to help learners to acquire language because their writers have been effective teachers and are
intuitively applying principles of teaching. Most of them would be a lot more effective if they
were driven by the principles of acquisition the teachers have outlined above.

Critical Journal Review

Uploaded by

Copyright:

Available Formats

Critical Journal Review

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Critical Journal Review

Uploaded by

Copyright:

Available Formats

CRITICAL JOURNAL REVIEW

ENGLISH CURRICULUM AND MATERIALS DEVELOPMENT

ASSIGNED BY GROUP TWO

Faculty of Languages and Arts

Summay Of the Book

You might also like