Chapter 12 MATERIALS AND RESOURCES FOR ELT Fernando Trujillo, Julio Torrecillas and Carlos Salvadores (Faculty of Education and Humanities of Ceuta, University of Granada) 1. THE OLD, THE NEW, THE NEWEST: AN INTRODUCTION TO MATERIALS AND RESOURCES FOR LANGUAGE TEACHING. 2. TRADITIONAL RESOURCES 2.1. The blackboard. 2.2. Visual aids: realia, flashcards, wall charts and posters. 2.3. The textbook. 2.4. Hand-made materials 3. AUDIO AND VISUAL RESOURCES 3.1. The OHP 3.2. The audio player 3.3. The video player and the video camera 4. ICT FOR THE TEACHING OF ENGLISH: DEFINITION 4.1. Building the physical setting: An ICT classroom 4.2. The Internet 4.2.1. Definition and uses 4.2.2. Searching the WWW 4.2.3. Evaluating web sites 4.3. ICT for the teaching of languages 4.3.1. Off-line use 4.3.2. On-line use 4.4. Summary 4.5. Further reading 4.6. Tasks for papers 4.7. Bibliography 1 1. THE OLD, THE NEW, THE NEWEST: AN INTRODUCTION TO MATERIALS AND RESOURCES FOR LANGUAGE TEACHING Sometimes a teacher may think that language contents are the core of its daily practice. Even though this is not inaccurate, the saying that “the medium is the message” can also be applied to language teaching. Not only is it important to consider materials as a central aspect of the profession but also as a decisive element in the relationship among the teacher, the learner and the language (not to mention the community of users of that language and their culture). This is the reason why in this chapter the materials and resources available to a language teacher are given some space and attention as part of a course on language teaching methodology. Materials and resources have been divided into three sections: the old, the new and the newest. The first one includes the most traditional elements in a language classroom: the blackboard, the textbook, visual aids and hand-made materials. The second comprises the over-head projector, the audio player and the video camera and video player. Finally, the latter section deals with the information and communication technologies which represent the brand-new present and the future of our profession. In general, the objective of this chapter is to prove that teachers have a wide range of materials and resources available to them. Some of them may look more “teacher- centred” and some other may be more suitable for a “learner-centred” environment. However, the challenge, in every case, is to use them wisely, which means purposefully, critically and creatively. DISCUSSION 1 a) Make a list with the materials and resources introduced in this chapter and arrange them in three columns under the headings “Old”, “New”, “Newest”. 2. TRADITIONAL RESOURCES In this section the focus will be on the most traditional of these materials and resources. The blackboard, visual aids, the textbook, and hand-made materials are among those items every teacher has once or another used and, quite frequently, are still present in every language classroom. In many occasions, some of these elements exceed the limits of its own function and become a structuring force of the language teaching process, as it is the case with the textbook. In general, a flexible and critical use of the materials and resources will be advocated. Teachers are encouraged to choose among the wide range of today’s possible aids as a way of promoting diversity and variety in the classroom. The larger the number of different materials learners are provided with, the larger the possibilities all learners will find materials suitable to their learning objectives, cognitive styles and capacities. 2 2.1. The blackboard Each classroom is different. One may have posters, another may have fixed rows of seats; in another there is a good classroom library whereas a fourth one does not have a single book. However, if there is a piece of furniture every classroom has, that is a blackboard1. Given the ordinary arrangement of space in the classroom, the blackboard has normally been related to the “teacher-centred” tradition: the teacher, in front of the blackboard, standing opposite the students, who are facing the blackboard as a reference. However, nowadays the position at the metaphorical centre of the classroom has been occupied by the learner in what has been termed as the “learner-centred approach”. Learner-centred instruction is characterised by (Brown 2001: 46-7):  techniques that focus on or account for learners’ needs, styles and goals.  techniques that give some control to the student (group work or strategy training, for example).  curricula that include the consultation and input of students and that do not presuppose objectives in advance.  techniques that allow for student creativity and innovation.  techniques that enhance a student’s sense of competence and self-worth. Obviously, the blackboard (as all other resources and materials) can be used from both perspectives. Teachers have always used boards to support their “lectures” but they can also be used within a learner-centred approach. Furthermore, given that it is important for a teacher to be able to work with “minimal resources” and that the blackboard is, perhaps, the minimum resource available for all kinds of language teachers, it is important to learn how to use it and, even in that constrained situation, be creative. Control of the resources and materials available is a mark of professional quality. DISCUSSION 2 1 Even if the authors acknowledge the existence of other terms (“chalkboard”, “whiteboard”, etc.), blackboard is still the most frequent one. However, there exists the problem of confusing blackboard (a piece of classroom furniture) and Blackboard (a piece of educational web-based software). The capital letters will distinguish the latter. 3 a) Which of the elements of a “learner-centred” approach do you consider most relevant? Why? The following Dos and Don’ts try to summarise a number of suggestions for a rational and creative use of the blackboard: Divide the blackboard into sections. Use fixed sections of the blackboard for some relevant information: date, lesson title, daily agenda, homework, reminders,… Be relevant. Be orderly. Be legible; use BLOCK LETTERS, if necessary. Be aware it must be readable from every corner of the classroom. Be accurate (particularly about the spelling) and mind your handwriting. Be concise. Highlight the relevant information: use boxes, labels, etc. The board is not only to write on: stick things, project things, draw on it,… Read aloud what you are writing on the blackboard as you write it. Erase vertically (it’s cleaner). Complement, if possible, your blackboard writing with printed handouts, OHP transparencies or computer presentations. Share the blackboard with the students: it’s not yours (and they are not likely to reach the upper part of the blackboard, which remains yours...). There are many activities which can be done using the blackboard. Marsland (1998) mentions a few of them: Anagrams, Categories, Class story, Cross words, Doodles, Draw and Describe, Fathers and Daughters, Hangman, Letters, Picture it, Ratings, Self Questioning, Sentence Anagrams, Sentence Games, Silent Story or Word Change. DISCUSSION 3 a) Choose the most interesting, the most commonsensical and the most surprising pieces of advice in relation to the usage of the blackboard. 2.2. Visual aids: realia, flashcards, wall charts and posters The link among the visual, the aural and the conceptual has to be worked out in the classroom. With that idea in mind, the teacher should use a variety of visual resources to complement their writing and their speaking. Two general types of visual aids can be used: realia and ready-made materials. The first ones are real items belonging to the community of users of the foreign language brought to the classroom (real tickets, brochures, sweets, etc.); the second ones can be any of the wide collection of printed materials available to the teacher. Brown (2001: 143) writes that “realia are probably the oldest form of classroom aid, but their effectiveness in helping students connect language to reality cannot be underestimated.” Sagrario Salaberri (1995: 424) highlights the value of realia to teach vocabulary or as prompts in oral or written interactions and she suggests some 4 activities to do with realia: follow instructions, guess the objects, classify objects, “odd one out” or “find someone who”. This is an example of realia: DISCUSSION 4 a) Which “realia” surrounding you could be brought into an EFL classroom to teach “classroom English”? Flashcards can be prepared by the teacher and the learners or they can be acquired as printed material. The latter are provided by a good number of educational publishers in relation to lexical, functional or grammatical items; the first can be done by the class or the teacher as part of a language learning task by cutting pictures from a magazine or by copying, pasting and cutting images from the Internet. Salaberri (1995: 426) suggests activities such as the following: show the flashcards, substitution dialogues, chains, classify the pictures/words, picture dictionary, domino and other matching games. This is an example of flashcards: Finally, wall charts and posters offer the learners more complex visual stimuli. Wall charts comprise a sequence of events related in time and/or space, which make them suitable for narratives or science-related presentations, among many other possible uses. Posters lack the sequential structure of wall charts; it is quite easy to find maps, posters with numbers and letters, etc., but they can also be easily made as part of a learning task. Salaberri (1995: 427) suggests the following activities to do with wall 5 charts and posters: predicting and anticipating, descriptions, mind maps, reorder the stage, mime and point, label the pictures, try to remember, say as many words as possible, “hide and seek” game. DISCUSSION 5 a) Which is the difference between a poster and a wall chart? Which one is most suitable for large groups and which for small groups? Which are easier to do? 2.3. The textbook Penny Ur (1996: 184-5) gives some reasons for and against the use of a textbook. In favour of using a textbook she mentions the sense of structure and progress, its use as a syllabus, its being ready-made, its price (which sometimes is not so reasonable or affordable), its convenience as a package, its guidance help for teachers and that it gives the learner some degree of autonomy. Against using a textbook, she mentions its homogeneity and inadequacy for individual needs and objectives, its irrelevance and lack of interest in many occasions, its limitation of initiative and creativity, its homogeneity and its over-easiness. However, most teachers would agree that the textbook is the most important (and frequent) single resource they can use. In fact, a textbook does not only provide the teacher with a topic, some texts and a good number of activities; it also caters for some important details which are quite difficult to implement without the aid of a textbook: variety of texts and activities, rich visual design, procedures for continuous and final assessment, a clear statement of objectives and its relationship to texts and activities, etc. For that very same reason, it is extremely important to choose the most appropriate textbook and, then, to use it wisely. In order to achieve both objectives, some usage procedures and a checklist to choose a textbook will be shown below. Usage procedures: Cut, copy and paste. Feel free to modify/expand/reduce the textbook. The book belongs to you, you don’t belong to the book Adapt it to your needs. Don’t use it straightforward, move up and down, forward and backward. There is life out of the textbook: Add materials/information/resources to your textbook There is no best textbook, only a better way to use it Evaluate your textbook and ask your students about it. Check the teacher’s book for ideas, suggestions or further activities. DISCUSSION 6 In your opinion, which is the most important usage tip about the textbook? Checklist to choose the most appropriate textbook2: 2 Salaberri (1995: 439-440) proposes a checklist for the evaluation of textbook candidates, adapted here with some additions from Brown (2001: 142). 6 1. Description of materials3 a. Is the book i. Attractive? Usable? Durable? b. Does the book fit your students’ profile? i. Age? Native language and culture? Educational background? Motivation or purpose for learning English? c. Is it a book in a series and are the other levels appropriate? d. Is it value for money? e. Do the illustrations contribute to understanding? f. Does it have other components, apart from the student’s book? i. Activity book? Teacher’s book? Audio support? Video support? Tests and answer keys? g. Does the material fit your syllabus? 2. Curricular aspects a. Objectives i. Does it include general objectives? ii. Does it include objectives suitable for the different cycles and consistent with those set out in the official curriculum? iii. Do they satisfy your needs? b. Contents i. Does it comprise 1. oral and written communication? sociocultural aspects? language awareness? learning to learn? ii. Is there a cyclical progression? iii. Is too much new material introduced at the same time? iv. Is the textbook related to other subjects (Maths, Science, etc)? c. Methodology i. Is communicative competence developed? ii. Are the different skills integrated? iii. Does it follow a task-based approach? 1. Is there a purpose to the tasks/activities? 2. Is there a variety of tasks/activities? 3. Are there tasks/activities to deal with diversity? iv. Is cooperative learning encouraged? v. Are students exposed to comprehensible input? vi. Do students need to use the language? vii. Is classroom language present in the textbook? viii. Are activity instructions clear both to teachers and learners? d. Evaluation i. Does it include techniques for assessment that respond to a continuous, formative, criterion-based approach? ii. Have attainment targets been set for each cycle? 3 Some important criteria are clarity of typesetting, use of special notation, quality and clarity of illustrations, size of the book and binding, quality of editing, index, table of contents, chapter headings. 7 iii. Are there tests for different types of contents? e. Support material i. Are the recordings authentic or semi-authentic? ii. Are different registers presented? iii. Do the recordings allow for interaction from the students? iv. Are there other video resources available? v. Are there computer-based and web-based support materials? f. Teacher’s guide i. Does the introduction clearly show the rationale underlying the material? ii. Does it include a contents map? iii. Does it help to use the materials? 1. Is it easy to use? 2. Are ideas clearly presented? 3. Does it give examples and suggestions? iv. Does it indicate the role of the teacher at different stages? v. Are the steps to follow clear? vi. Are there suggestions for using the support material? vii. Does it allow for a flexible use of the textbook? viii. Is there a variety of practice activities from which to choose? 2.4. Hand-made materials Teaching is not a repetitive profession. Creativity, as one of the basic competences to be promoted through education, must be a permanent feature of a teacher. Consequently, making new materials is just a proof of that human (and professional) quality. DISCUSSION 7 a) Have you ever made any piece of material? Can you describe what it was like? However, this does not mean to be designing new materials every day. There is no sense in busying oneself when the availability of materials is such that almost everything a teacher may think of has already been previously designed. A balance should be found between creation and reproduction. Anyway, a number of ideas are listed below to help you think about your own materials. Before inventing, search (especially the Internet) Before inventing, ask other colleagues or your nearest teacher resource centre. Once inventing, appearance is important. Students can also design and create teaching materials Be accurate and be neat Colourful better than black & white Variety is a guarantee of success 8 3. Audio and visual resources In this section we are dealing with electrical and electronic appliances commonly used in the classroom (Overhead Projector, Audio Player, Video Player and Camera). Although they have been labelled as “New Technologies” until recent times, we prefer to denote them as Audiovisual Technologies (AVT) in order to distinguish them from what today are called ICT, which involve mainly the use of computers and networks. Advances in technology have also affected the development in technical resources applied to EFL. If in the 80´s and the 90´s AVT were considered the “New”, today, when referring to them, we cannot use this term any longer. Anyway, we don’t think they are something from the past. They are not even old fashioned since they are widely used by many teachers in their classrooms and, in many schools, they are still the only technical resources available in everyday lessons. What is intended in this section is just to present the possible uses of them in the classroom and how they can be exploited to the most. DISCUSSION 8 a) Do you think AVT are old-fashioned? We would like to state first that materials and resources are not an end in themselves, that is, we should not listen to a tape or watch a video without any particular aim, but as an aid to improve the students´ learning progress. There should be a close connection with daily classroom work and students´ needs and interests. Once we have made these considerations, there are some general aspects that should be taken into account when dealing with the use of AVT: - Advantages: motivation, interaction, improvement of messages (combination of sounds and images), the teacher can face the students all the time, oral communication enhancement, cultural background exchanges, reusable materials, classroom time saving, promotion of learner-centred systems. - Disadvantages: old equipment, availability in the classrooms, price, technical skills, extra time needed to prepare activities and materials, teachers´ reluctance to use them, bad usage( inadequate materials or usage in isolation). - DISCUSSION 9 a) How should AVT be used in the classroom? b) Name three advantages and three disadvantages of using AVT in the EFL classroom. 9 3.1. The Overhead Projector (OHP) – The image The OHP has been humorously defined (Jones 1982:7) as “a well-built horizontal surface where mugs of coffee may conveniently be placed”. In this chapter we will try to show what other purposes it may have in teaching foreign languages. It is the only audiovisual appliance which was especially designed for teaching foreign languages in the early 40´s .Since then, it has been widely used not only for teaching languages but it has also been a helpful, powerful, popular presentation device in other subjects or fields and in training or conference rooms for many years. Overhead Projectors project transparencies onto a screen or a white wall (Salaberri 1996:428). It is as simple as effective. A light is shone through a transparency the size of a sheet or a note paper, projecting it onto an ordinary film screen or a white board or wall, which will focus the student’s attention. The teacher has the transparency in front of him, so it can be moved, altered or written and, at the same time, he faces the audience, who can see the image, words or whatever, enlarged on the screen behind the teacher and clear enough in ordinary daylight. This provides the lesson with effective, quick interaction from both teacher and students (Jones 1982:9). Transparencies can be written or drawn on with felt-tip pens before or during a lesson. It is also possible to photocopy texts, pictures, diagrams or silhouettes. There are advantages and disadvantages about the use of the OHP. Ordinary Overhead Projectors are quite heavy pieces of equipment, so, what is the reason for carrying them to the classroom if, perhaps, they are to be used only for a few minutes? If you are just going to write on it during the lesson, the blackboard would be more convenient, but the OHP wins in the following instances: - Transparencies can be reused as many times as you need them. - You save time during your lesson. You don’t have to waste time writing or drawing if your transparencies are done beforehand and you always face students. - It is easy to conceal anything on the OHP, dictation transcriptions or grammar exercises solutions, for instance. It is particularly useful with pictures, you can mask part/s of the image/word you want and let your students guess and interact with them showing gradually the full transparency. This can not be done with posters, flashcards or flannel boards because you can’t hide parts of them. - Transparencies are easy to handle as they are enlarged on a screen, you only have to 10