v Contents List of Figuresvii List of Tablesviii Series Editors Preface ix Acknowledgements xi Notes on Contributors xii 1 Materials in ELT: Current Issues1 Sue Garton and Kathleen Graves Part I Global and Local Materials 2 The ELT Textbook 19 Jack C. Richards 3 Global vs. Local: Does It Matter? 37 Mario Lpez-Barrios and Elba Villanueva de Debat 4 Adapting Materials to Meet the Literacy Needs of Young Bahraini Learners 53 Sahar al Majthoob 5 Cultural Representations in Algerian English Textbooks 69 Hayat Messekher Part II Materials in the Classroom 6 Coping with New Teaching Approaches and Materials: An East-European EFL Teachers Interpretation of Communicative Teaching Activities 89 Kristjan Seferaj 7 Materials Adaptation in Ghana: Teachers Attitudes and Practices 104 Esther G. Bosompem 8 Multilevel Materials for Multilevel Learners121 Apiwan Nuangpolmak 9 Designing Effective, Culturally, and Linguistically Responsive Pedagogy 141 Josie Guiney Igielski Copyrighted material 9781137023292Copyrighted material 9781137023292viContents Part III Materials and Technology 10English Language Learning through Mobile Phones 159 Arifa Rahman and Tanya Cotter 11 Using Interactive Fiction for Digital Game-based Language Learning 178 Joe Pereira 12Using Web 2.0 Tools in CLIL198 Fabrizio Maggi, Maurizia Cherubin and Enrique Garca Pascual Part IV Materials and Teacher Education 13 The Story Reading Project: Integrating Materials Development with Language Learning and Teaching for NNES Teachers in Training 219 Bonny Tibbitts and Patricia Pashby 14Teaching Pre-service EFL Teachers to Analyse and Adapt Published Materials: An Experience from Brazil 237 Eliane H. Augusto-Navarro, Luciana C. de Oliveira, and Denise M. de Abreu-e-Lima 15Factors Influencing Japanese Teachers Adoption of Communication-oriented Textbooks253 Simon Humphries 16 Materials and ELT: Looking Ahead 270 Kathleen Graves and Sue Garton Suggested Reading280Index285 Copyrighted material 9781137023292Copyrighted material 97811370232921 Overview Materialsingeneral,andcommercialmaterialsinparticular,playacentral role in language learning and teaching. As Richards (2001: 251) notes Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial materials. Yet, until relatively recently, this was a neglected area in English Language Teaching (ELT) research and publication. Tomlinson (2012) identifies the early nineties as the decade in which serious attention began to be shown towards materials development. Fortunately, the last few years have seen an increase in this attention with a numberofnewpublications,includingHarwood(2010),Tomlinson(2008), TomlinsonandMasuhara(2010a),Tomlinson(2013),aswellasneweditions ofpreviouspublications(McDonoughandShaw,1993,2003;McDonough, Shaw and Masuhara, 2013; Tomlinson, 1998, 2011). An important contribution tothefieldhasalsocomefromTomlinsons(2012)state-of-the-artreviewof materials development. Two things are noticeable about the majority of these publications, however. First, the field is generally under-researched. Many of the books published are howtobooks,withadviceforteachers(seeforexampleMcDonough,Shaw andMasuhara,2013;McGrath,2002;Tomlinson,2003,2011).Thesebooks may draw on research and theory, especially in Second Language Acquisition (SLA),buttheyarenotbasedonresearchstudiesintomaterials.Mostcer-tainly such volumes have an important role to play but we think it is fair to say that the field is generally lacking in empirical studies, a point also made byChapelle(2009)inrelationtomaterialsevaluationandTomlinsonand Masuhara (2010b) in relation to materials development. Three notable excep-tions are the edited collections by Harwood (2010), Tomlinson and Masuhara (2010a) and Tomlinson (2013). The chapters in these volumes generally take a more theoretical perspective in looking at what underlies the development of 1 Materials in ELT: Current Issues Sue Garton and KathleenGraves Copyrighted material 9781137023292Copyrighted material 97811370232922Sue Garton and Kathleen GravesELTmaterials,althoughtheytendagaintobebasedonrelatingtheoriesof language and language learning to materials development rather than research into the materials themselves or their use. Thesecondpointtobemadeisthatthemajorityofpreviouspublications focus primarily on certain aspects of ELT materials. Thus we find books and chaptersonmaterialsdesignanddevelopment(Harwood,2010;Jollyand Bolitho,2011;McGrath,2002),materialsevaluationandadaptation(Islam andMares,2003;Littlejohn,2011;McDonough,ShawandMasuhara,2013; McGrath,2002;NationandMacalister,2010;Richards,2001),thematerials writing process (Bell and Gower, 2011; Mares, 2003; Maley, 2003) and types of materials (Tomlinson, 2008). Tomlinsons (2012) review, for example, is concerned with materials devel-opment, which he sees as both practical and a field of academic study. From a practical point of view, it involves the production, evaluation and adaptation of materials (p. 144), while as an object of study, the focus is on the princi-plesandproceduresofthedesign,writing,implementation,evaluationand analysis of materials (p. 144). There seems to be, however, a curious omission from these definitions that of use. Any view of materials that neglects their actual use by teachers and/or learners can, in our view, only be partial, and yet none of the recent publications listed above (and indeed earlier ones such as Cunningsworth,1995;McDonoughandShaw,1993;Tomlinson,1998)focus onthisaspect,althoughTomlinson(2012)doessaythatinvestigationsinto materials should ideally inform and be informed by their use. Thisvolumethereforefocusesnotonlyonmaterialsbutontheiruse,not only by teachers but also by learners. Where it is original is in the number of chapters written either by or about practitioners and based on research into the preparation and use of materials in everyday teaching in a variety of contexts around the world. Thefieldofmaterialsisvastandcannotpossiblybecoveredinoneintro-ductory chapter. What follows will focus on the areas identified by the contrib-utors to this volume as important in their work. As such, it will examine aspects of materials that have been neglected, as well as look at more common aspects from new perspectives. The coursebook Current developments in materials, particularly in the use of technology (see for example, Macaro, Handley and Walter, 2012; Maggi, Cherubin and Garcia Pascual,Chapter12;Pereira,Chapter11;RahmanandCotter,Chapter10), challengetraditionaldefinitions.Harwood(2010:3)usesthetermmaterials to include texts in all forms (paper, audio, video) and language learning tasks, with the expressed intention of including everything from teacher handouts Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues3to global coursebooks 1 . Tomlinson (2011: 2) gives an even broader definition when he states that materials are anything which is used by teachers or learners to facilitate the learning of a language. His list of examples ranges from videos, emails and YouTube to grammar books, food packages and instructions given by the teacher. Yetinspiteofthebroaddefinitionsofmaterialsthatarenowgenerally accepted, the coursebook is still ubiquitous and plays a fundamental role in ELT around the world (Littlejohn, 2011; Richards, Chapter 2; Tomlinson, 2003), as can be seen in the number of chapters in this volume that focus on some aspect of it. Thus we find discussions of different types of coursebooks (Lopez-Barrios and Villanueva de Debat, Chapter 3; Richards, Chapter 2); of how coursebook materials are developed to meet local conditions (al Majthoob, Chapter 4) and of cultural content (Messekher, Chapter 5). Other chapters focus on how teachers use coursebooks and factors affecting their decisions (Bosompem, Chapter 7; Humphries, Chapter 15; Seferaj, Chapter 6) or how they can be used in teacher education (Augusto-Navarro, de Oliveira and Abreu-e-Lima, Chapter 14). The global coursebook The advantages and disadvantages of global coursebooks are well documented intheliterature,aswellasbeingexperiencedbyteachersintheirdailypro-fessional practice. Below is a list that some of Gartons students on a graduate TESOL programme drew up when asked why they would or would not want to use a coursebook in their teaching:Why use a coursebook? 1.It gives structure to lessons and to a course. 2. It saves time teachers are too busy to prepare their own materials. 3. It gives a sense of security teachers feel they know what they are doing. 4.Itpromotesautonomyaslearnerscanuseandrefertoitoutsidethe classroom. 5.Itisreliableasitiswrittenbyexpertsandpublishedbywell-known publishers. 6.It gives a sense of professionalism in the way it is presented. 7. It offers different perspectives as it focuses on different cultures and different places. Why not use a coursebook? 1.It cannot meet the needs of a particular group of learners. 2. The language taught might not be appropriate. 3. It might not be culturally appropriate. 4.It is outdated. Copyrighted material 9781137023292Copyrighted material 97811370232924Sue Garton and Kathleen Graves 5. It is not authentic. 6.It is not representative of the local context. 7. It takes away the teachers creativity. Perhapsunsurprisingly,thislistisverysimilartothoseintheliterature(see for example, Masuhara and Tomlinson, 2008; McGrath, 2002; Richards, 2001, Chapter 2). DifferentviewsofcoursebookswerealsonotedbyMcGrath(2006)inthe metaphorsthatteachersusetodescribethem.McGrath(2006:174)catego-risedthesemetaphorsintofourgroups,onacontinuumfromdependence toindependence,thefirstthreeofwhichdemonstratedarelativelypositive attitude:Guidance(map,compass);Support(anchor,petrol);Resource(con-veniencestore,menu);Constraint(millstone,straightjacket).Althoughthis study,andthelistabove,showthatteachersgenerallyhavequitefavourable views of coursebooks, they also underline a certain ambivalence and highlight a number of issues. In-depthreviewsbyTomlinson,Dat,MasuharaandRubdy(2001)and Masuhara, Hann, Yi and Tomlinson, (2008) have revealed perhaps less obvious issueswiththeglobalcoursebook.Forexample,overallTomlinson,Dat, MasuharaandRubdy(2001)foundthatthecoursebookstheyrevieweddid not encourage adaptation or facilitate the tailoring of the materials to learners needsortolocalcontexts.Moreover,Masuhara,Hann,YiandTomlinson (2008) found a lack of suggestions for personalisation, localisation and mixed-level classes. They also found that topics were generally banal and that there was a focus on politeness rather than conflict and competition. Yet most of the above are issues that have long been recognised as key principles that should underlie successful materials (see, for example, Tomlinson, 2008, 2011, 2012). Critical views InthewakeofcriticalapproachestoTESOL(see,forexampleBlock,Gray andHolborrow,2012;Edge,2006)globalcoursebookshavealsocomeunder more critical scrutiny. At its most basic this can be seen in the open acknow-ledgement that global publishing is a multi-million pound business (Masuhara andTomlinson,2008),arealisationthatisoftensomethingofasurpriseto graduatestudentsandteachers.MasuharaandTomlinson(2008)pointout that, in an attempt to maximise profits, global coursebooks for general English are aimed at the dual markets of language courses in English-speaking coun-tries and in English as a Foreign language contexts. The result is that they may not satisfy the needs of learners and teachers in either (Masuhara et al. 2008: 310) and al Majthoob (Chapter 4) makes a strong case for materials that reflect different realities. Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues5 Tomlinson (2008) even goes so far as to assert that coursebooks are at least partlytoblameforthefailureoflearnerstolearninthattheyconformto theexpectationsofstakeholdersandthedemandsofthemarketrather thantowhatweknowaboutlanguageacquisitionandthelearningprocess. UnderlyingTomlinsonscriticismarepedagogicalpremises,whichstillview materials as curriculum artefacts (Apple and Christian-Smith, 1991: 4 as cited in Gray, 2010: 2). However, Gray (2010, 2012), building on the work of critical applied linguists such as Pennycook (1994) and Phillipson (1992, 2009) makes a compelling case for considering the global coursebook as a cultural artefact whichpresentsaparticularviewofrealityandisvalueladen.Hedescribes how ELT publishers focus on aspirational content with frequent use of topics aroundpersonalandprofessionalsuccess,celebrities,cosmopolitanismand travel, all of which are believed to be motivating for language learners (Gray, 2012: 87) and with the underlying message that English equates with success (Gray,2012:104).However,suchimagesmaynotbemotivatingandmaybe resisted by learners (Canagarajah, 1993) or may leave them feeling inadequate (Masuhara and Tomlinson, 2008: 19). The values portrayed by coursebooks are also inscribed in the methodological approachestheyadopt(ProdromouandMishen,2008).Globalcoursebooks tend to be based on approaches developed in western academic departments, exhibitingwhatProdromouandMishen(2008:194)callmethodological correctness. They define methodological correctness as: a set of beliefs derived from prestigious but incomplete academic research in the Anglophone centre that influence the decisions one makes regarding materials and methods in the classroom, even if those decisions are incon-sistent with the local context and particular needs and wants of the students. (ibid.: 194) The effects of the introduction of western methodological approaches, and the pressure it may put on teachers who are expected to use new approaches and materials,arewelldocumented(seeGarton,CoplandandBurns,2011fora summary of the issues). Gray(2012:111)callsforalternativearticulationsofEnglish,acallthatis reflectedinalternativeapproachessuchasthatoutlinedbyGuineyIgielski (Chapter 9) through the development of materials that are based in culturally and linguistically responsive pedagogy. However,inspiteofcriticisms,teachersandlearnersthemselvesmaygen-erally view global coursebooks favourably, albeit with a healthy lack of idealism (Yakhontova, 2001; Zacharias, 2005). This is far from the view of teachers and learners as unquestioning consumers, which sometimes seems to emerge from more critical approaches to materials. Copyrighted material 9781137023292Copyrighted material 97811370232926Sue Garton and Kathleen Graves Global vs. local coursebooks An alternative to the global coursebook lies in books that are produced for spe-cific countries or regions. In some cases these are local versions of global books; in others they are books written especially for a particular country, either by expertsfromEnglish-speakingcountries,orbylocalwriters,orincollabor-ation. The solution in China has been to use cooperation between local edu-cation departments, local publishers, overseas publishers and textbook writers (Hu,2005).AlMajthoob(Chapter4)providesanexcellentexampleofhow alocalversionofacoursebookcanmeettheneedsoflearnersinaspecific context far more effectively than any global coursebook. However,thesebooksdonotnecessarilyaddresstheissuesraisedabovein relation to global coursebooks. As Hoque (2009) points out, in Bangladesh, for example, textbook writing committees are led by academics with little experience of teaching in schools. Taking the case of Algeria, Messekher (Chapter 5) notes how, even in locally produced coursebooks, the culture of Inner Circle (Krachu, 1985) countries may still predominate, and even where local culture is included, it may be in a diluted form. Moreover, the approach taken to culture is one of acritical information-giving, which does little to develop the intercultural aware-ness needed by learners who are more likely to be using English to communicate withothernon-nativespeakersthanwithnativespeakers 2 .AsGravesand Garton note (Chapter 16) localizing content enables learners to talk and write about their own experiences, concerns and culture through English. Producing localtextbooksthatdonotreflectlocalcontextsseemslikeamissedoppor-tunity to promote positive attitudes towards both local culture and English. Interestingly, Chapelle (2009) points to US national guidelines that state the focus of materials should be on contexts where language is used. Given that, in the case of English, that now means everywhere in the world, all materials should be taking an awareness-raising approach to language and culture (see Graves and Garton, Chapter 16). However, local publishers can also have a positive influence on their global counterparts. Prodromu and Mishen (2008) look at the example of Greece as whattheycall(ibid.:203)aninterestingexampleofthelocaldetermining the global, the periphery fighting back against the centre. In response to local demands, Greek publishers produced coursebooks that introduced a stronger form-focusedelement,whichwasnotonlymoresuitedtolocalculturesof learning (Jin and Cortazzi, 2006) but also went some way to reinstating prac-ticesthathadlongfallenoutoffavour,suchasuseoftheL1andgrammar explanations. As a result, this hybrid approach has now become the norm in materials published for the Greek market. Itisworthnotingthatsuchhybridpracticeshaveprobablyalwaysbeen verymuchaliveinthemajorityofEnglishclassroomsaroundtheworld, asteachersadaptedglobalmaterialstotheirowncontexts(seeHumphries, Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues7Chapter15;Seferaj,Chapter8).However,atleastwiththeadventofmore hybridpracticesinpublishedcoursebooks,suchpracticescanagainbe considered respectable. Materials and their users We made the point in the introduction that there is surprisingly little written aboutmaterialsusersandsofar,inthischapter,wehaveconsideredthe coursebook as a tool. Yet any discussion that sees materials independently of their users, the learners and teachers in a variety of learning contexts, can only be partial. As Edge and Garton (2009: 55) put it: the teachers purpose is not to teach materials at all: the purpose is to teach the learners and the materials are there to serve that purpose. Theygoontonote(ibid.:60)thatwhatpublishedmaterialscannotprovide areinsightsintotheneedsandinterestsofparticulargroupsoflearnersand decisions about how best to use the materials. It is precisely how teachers use materials to serve the purpose of teaching learners, their insights and decision-making,aswellaslearnersattitudestowards,anduseofmaterials,thatis currently missing from the literature. As Moulton (1997: vii quoted in Opoku-Amankwa, 2010: 162) noted: Itisdifficulttofindouthowteachersusetextbookswithoutactually observing them ... what they think about their use without actually asking them ... Observinghowteachersusetextbooksandaskingthemwhythey use them as they do will reveal significant information about the learning-teaching process and how it can be improved. Moreover,thecontinuedseparationofmaterialsandtheiractualuserisks entrenchingtheoldtheory/practicedividethatClarkewasproblematising twenty years ago (Clarke, 1994). OnenotableexceptionisOpoku-Amankwa(2010),whoseethnographic studylookedattheinteractionbetweenteachers,learnersandtextbooksin anurbanprimaryschoolinGhana.Opoku-Amankwa(2010)identifieda numberoffactorsthatinfluencedstudentsaccesstoanduseoftextbooks, including class size, seating arrangements and teachers interpretation of policy concerningstudentaccesstotextbooks.Heconcludedthattherewasadis-crepancy between the availability of materials and students access to and use of them and that this could have a negative impact on literacy development. This study underlines the importance of looking at the role materials play in actual classroom contexts. Copyrighted material 9781137023292Copyrighted material 97811370232928Sue Garton and Kathleen Graves Studies such as this, together with those looking at teachers beliefs and atti-tudes towards materials (see, for example, Lee and Bathmaker, 2007; Zacharias, 2005),learnersattitudes(Yakhontova,2001)andthosecomparingteachers and learners attitudes (see, for example, McGrath, 2006; Peacock, 1997) offer an important insight into materials and their users. Anumberofchaptersinthisvolumegosomewaytoaddressingthisgap intheliteratureandfromavarietyofperspectives.Seferaj(Chapter6)and Humphries (Chapter 15) both report on teachers actual classroom practices in using materials, while Bosompem (Chapter 7) shows how a group of teachers inGhanaactuallyadaptedtheirmaterialsandalsoexaminestheirmotiva-tions for doing so. What is also interesting about Bosompems chapter is the attentionitdrawstothepowerofthecoursebookinsomecontextsasher teachers, far from seeing adaptation as necessary for learners and the sign of a good teacher, felt guilty and inadequate. Detailed and personal accounts of materialsadaptationtosuitaparticularcontextaregivenbyNuangpolmak (Chapter 8) and Guiney Igielski (Chapter 9), both of whom are responding to issues that have been identified in the literature. By focusing on materials for mixed levels, Nuangpolmak addresses a problem that has not only been raised byMasuhara,Hann,YiandTomlinson(2008)inregardtocoursebooks,but which is also seen by English teachers, at least at primary level, as their biggest challenge (Garton, Copland and Burns, 2011). Guiney Igielskis focus on cul-turally and linguistically responsive pedagogy is an effective contribution to the debates around how best to value the multilingual and multicultural expe-riences of learners in the language classroom. However, most of the chapters in this book address materials use from the teachers point of view, rather than from that of the learners. Tomlinson and Masuhara(2010b)notethatinvestigationsintotheeffectsofmaterialson language learning would be desirable, but that there are practical difficulties tocarryingoutsuchstudies:theywouldhavetobelongitudinal,requiring considerable resources; and it would be extremely difficult to control for vari-ables influencing acquisition in a classroom situation. This remains an area for research. Materials use and change Asoutlinedabove,oneofthereasonsforthepopularityofcoursebooksis thattheyaredeemedtoprovideaclearsetofactivitiesandguidelinesthat both teachers and students can follow. Writers such as Hutchinson and Torres (1994), Masuhara and Tomlinson (2008) maintain that materials can support novice teachers or those who lack confidence. It is also often argued that appropriate coursebooks can facilitate curricular changebecausetheyprovideavisibleframeworkthatbothteachersand Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues9students can follow (Rubdy, 2003) and they help teachers to fully understand and routinize change (Hutchinson and Torres, 1994: 323). However, it would seem this is often not the case. In response to the perceived global demand for communication in English, new language curricula around the world have generally emphasised commu-nicative competence. Recent curriculum changes at all levels, together with the introduction of English to primary schools, have created a series of challenges for teachers (see Garton, Copland and Burns, 2011 for a detailed discussion), and their use of materials, putting to the test the assertion that coursebooks can facilitate change. First,whilecurriculamaychange,thebooksusedmaynot.Thusinmany countries,teachershavefoundthemselveswithalackofsuitablematerials, either because materials are not available (Hoque, 2009; Hu, 2007; Mathew and Pani,2009)orbecausethosethatareavailabledonotreflectchangesinthe curriculum (Hu, 2007; nal, 2009; Nunan, 2003). Second, it may simply not be enough to give teachers a new book and expect themtochangehowtheyteach.AsNur(2003)notes,teachersmayneed trainingtousethenewbooks,otherwisetheycontinuetoemployprevious methods. While multimedia packages may offer support to teachers with low levels of English proficiency (Mitchell and Lee, 2003; Nunan, 2003), actually changing the way that teachers teach is far more complex, as Seferaj (Chapter 6) andHumphries(Chapter15)bothshow.Humphries(Chapter15)identifies arangeoffactorsthatinfluencethewaythatteachersusecoursebooksand shows that simply changing a coursebook will not necessarily change the way a teacher teaches. Seferajs teacher informant also raises the question as to what extent teachers should be expected to change the way they teach and brings us back to Prodromou and Mishens (2008) idea of methodological correctness. As Seferajs (ibid.) teacher shows, teachers demonstrate a clear understanding of,andareabletoclearlyarticulate,theverygoodreasonsforadaptingthe newmaterialstheyaregivenratherthanchangingthewaytheyteach.So, whilegovernmentsmandatecommunicativelanguageteaching,thetypical pragmaticresponsefromteachersistointerpretandadapttheapproaches according to their local context (Littlewood, 2007). It seems, therefore, that the introduction of new coursebooks alone may not lead to changes in practice. Although coursebooks may represent the new cur-riculum and provide some basic support when there is a shortage of qualified practitioners,theteachersmaynotunderstandtheunderlyingprinciples (Nur, 2003). Moreover, beginning teachers do not always have the confidence tochallengetheauthorityofthecoursebook(Bosompem,Chapter7;Gray, 2000) potentially leading to confusion and feelings of guilt. Teacher education is necessary to help practitioners to understand materials better, together with how and whether to introduce changes inherent in new Copyrighted material 9781137023292Copyrighted material 978113702329210Sue Garton and Kathleen Gravesmaterials. Yet courses on materials evaluation, adaptation and design seem to berelativelyrareongraduateprogrammes.TibbitsandPashby(Chapter13) andAugusto-Navarro,deOliveiraandAbreu-e-Lima(Chapter14)showhow teacher education programmes can ensure that teachers are informed users of materials rather than mere consumers. Technology NooverviewofmaterialsinELTcanignoretheenormousimpactthattech-nology has had in recent years. It is no exaggeration to say that developments indigitaltechnologyhaverevolutionisedlanguagelearningmaterials(see Macaro, Handley and Walter, 2012 for a review of Computer Assisted Language Learning in primary and secondary education). Ontheonehand,technologyhasbeenembracedbypublisherswhonow use it to accompany coursebooks, producing not only CD-roms and DVDs but alsocompanionwebsitesandversionsoftheirmaterialsfortheInteractive Whiteboard (IWB). This is what we might call top-down uses of technology. However, perhaps the most exciting developments are the affordances given for the bottom-up development of materials by teachers and learners through the use of Web 2.0 tools. Thomas (2009) shows the range of possibilities afforded bythesetoolswithchaptersonSkype,mobilephones,PersonalLearning Environments,socialnetworkingsites,podcastsandweblogs,tonamejusta few. Motteram (2011) also gives examples of how teachers can use technology todevelopmaterials.Theuseofdigitalaudioandvideo,theInternet,blogs, wikis, Virtual Learning Environments and so on has put the possibilities of the adaptation and creation of a broad range of language learning materials into the hands of the teacher, but also into the hands of the learners (Motteram, 2011: 304). Thislastpointisimportant.Prensky(2001)callsthecurrentgeneration ofstudents,thefirstgenerationtohavegrownupwithdigitaltechnology , digitalnatives.Ontheotherhand,hecallstheirteachers digitalimmigrants , agroupwhoneedstogetusedtoanewwayofthinkingandlearningand whohavevaryingdegreesofsuccess.Therefore,theuseoftechnologycan place the learner squarely at the centre of materials in a way not always pos-sible with traditional materials. Pereiras use of interactive fiction in language learning (Chapter 11) shows how learners can be active users of materials. The projectdescribedbyMaggi,CherubinandGarciaPascual(Chapter12)isa clearexampleofhowlearnerscantakecontrolofthematerialsandoftheir own learning. However,notalllearnershavetheopportunitytobecomedigitalnatives. Chapelle(2009)pointsoutthattheglobalspreadoftechnologyinlanguage learningandthesocial,politicalandeconomicrealitiesoflearnersaround Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues11the world may not be compatible. However, Rahman and Cotters experience (Chapter 10) shows that widely accessible and relatively low-cost technology, such as mobile phones, can be effective in language learning and actually has the potential to reach learners who may otherwise struggle to access English classes. The example that Rahman and Cotter (Chapter 10) give is a very significant one.TheuseofmobilephonestodeliverEnglishcoursesinBangladeshis anexampleofhowtechnologycontributestoclearpedagogicalgoalsand enhances the learning experience. As Kervin and Derewianka (2011: 328) note, the concern should always be with the contribution that technology can make tolearning,andtheylistanumberofimportantpedagogicalconsiderations (ibid.: 349) concerning how the electronic materials fit with learning aims and objectives as key. Unfortunately, this is not always the case. Mukundan (2008: 100) notes the money wasted on technology through investments such as lan-guage laboratories, leaving teachers to puzzle over how to fit new materials into existing practices and with the risk they will focus on technology and not on learners. Conclusion Thisintroduction,andindeedthisbookcannotfocusoneveryaspectof materials in ELT, which is a huge area. We have only very briefly mentioned well-covered ground such as materials development and evaluation. We have ignoredaspectsofthecontentofmaterials,suchasgender,andthelan-guageused(seeforexample,Jones,KitetuandSunderland,1997;Nguyen, 2011; Sunderland, 2000) as well as debates around authentic materials (see for example, Guariento and Morley, 2001; Gilmore, 2007; Peacock, 1997). We have alsonotmentionedtheuseofcorporainmaterialsorasmaterials(seefor example,Willis,2011).Finally,wehavealso,toanextent,ignoredlearners, bothfromtheperspectiveoflearner-developedmaterials(see,forexample, Maley,2011;Willis,2011)andtheeffectsofmaterialsonlearners(butsee RahmanandCotter,Chapter10).Tomlinson(2012)calledformoreresearch ontheempiricaleffectsofmaterialsonSLA.Ellis(2011)alsocallsforevalu-ation based less on the appeal of materials and more on what learners do with them and what they learn. We would certainly endorse both these calls. However, in this volume we have focused on the materials themselves and the way that teachers use them, relatively neglected areas to date. We see the underlying message of this introduction and of this volume as how materials need to be a fit with learning aims and objectives. Materials are fundamental to language learning and teaching (although see Thornbury, 2000 for an alter-nativeview)butmaterialscannotbeviewedindependentlyoftheirusers. What this volume does is look at how materials are actually used to fulfil the Copyrighted material 9781137023292Copyrighted material 978113702329212Sue Garton and Kathleen Graveslearning aims and objectives in a variety of local contexts and how these local experiences can resonate with practitioners around the world in order to help them become more effective materials users. Notes 1 . Throughoutthisvolume,thetermscoursebookandtextbookwillbeused interchangeably. 2. We use these terms purely for convenience, fully aware of how problematic they are. References Bell, J. and Gower, R. (2011). Writing course materials for the world: a great compromise. In Tomlinson, B. (ed.), pp. 135150. Block, D., Gray, J. and Holborow, M. (2012).Neoliberalism and Applied Linguistics. London: Routledge. Canagarajah, S. (1993). Critical ethnography of a Sri Lankan classroom: ambiguities in student reproduction through ESOL.TESOL Quarterly, 27(4): 601626. Chapelle,A.A.(2009).Thespreadofcomputer-assistedlanguagelearning.Language Teaching, 43(1): 6374. Clarke, M. (1994). The dysfunctions of the theory/practice discourse. TESOL Quarterly, 28(1): 926. Cunningsworth, A. (1995).Choosing yourCoursebook. Oxford: Macmillan Heinemann. Edge, J. (ed.) (2006). (Re)locatingTESOL in an Age of Empire. London: Palgrave. Edge,J.andGarton,S.(2009).FromKnowledgetoExperiencein ELT .Oxford:Oxford University Press. Ellis, R. (2011). Macro- and micro-evaluations of task-based teaching. In Tomlinson, B. (ed.), pp. 212235. Garton,S.,Copland,F.andBurns,A.(2011).InvestigatingGlobalPracticesinTeaching English for Young Learners: Project Report. British Council. Gilmore, A. (2004). A comparison of textbook and authentic interactions.ELT Journal, 58(4): 363374. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2): 97118. Gray, J. (2000). The ELT coursebook as cultural artefact.ELT Journal, 54(3): 274283. Gray, J. (2010).The Construction of English: Culture,Consumerisim and Promotion in theELT GlobalCoursebook. Basingstoke: Palgrave Macmillan, pp. 120. Gray,J.(2012).Neoliberalism,celebrityandaspirationalcontentinEnglishteaching textbooksfortheglobalmarket.InBlock,D.,Gray,J.andHolborrow,M.(eds), Neoliberalism and Applied Linguistics. Abingdon: Routledge, pp. 86113. Guariento,W.andMorely,J.(2001).TextandtaskauthenticityintheEFLclassroom. ELT Journal, 55(4): 347353. Harwood,N.(ed.)(2010). EnglishLanguageTeachingMaterials:TheoryandPractice . Cambridge: Cambridge University Press. Hoque,S.(2009).TeachingEnglishinprimaryschoolsinBangladesh:competencies and achievements. In Enever, J., Moon, J. and Raman, U. (eds),Young Learner English Language Policy and Implementation: International Perspectives . Reading, England: Garnet Education, pp. 6169. Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues13 Hu, G. (2005). Contextual influences on instructional practices: a Chinese case for an ecological approach to ELT.TESOL Quarterly , 39(4): 635660. Hu,Y.(2007).ChinasforeignlanguagepolicyonprimaryEnglisheducation:whats behind it? Language Policy, 6: 359376. Hutchinson, T. and Torres, E. (1994). The textbook as agent of change.ELT Journal, 48(4): 315328. nal, D. (2009). The early bird catches the worm: the Turkish case. In Enever, J., Moon, J.andRaman,U.(eds), YoungLearnerEnglishLanguagePolicyandImplementation: International Perspectives . Reading, England: Garnet Education, pp. 7178. Islam,C.andMares,C.(2003).Adaptingclassroommaterials.InTomlinson,B.(ed.), London: Continuum, pp. 86100. Jin,L.andCortazzi,M.(2006).ChangingpracticesinChineseculturesoflearning. Language, Culture and Curriculum, 19(1): 520. Jolly, D. and Bolitho, R. (2011). A framework for materials writing. In Tomlinson, B. (ed.), pp. 107134. Jones, M. A., Kitetu, C. and Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: who learns what from John and Sally? Gender and Education, 9(4): 469490. Kachru,B.B.(1985).Standards,codificationandsociolinguisticrealism:theEnglish language in the outer circle. In Quirk, R. and Widdowson, H. G. (eds),English in the World: Teaching and Learning the Language and Literatures. Cambridge University Press for The British Council. Kervin, L. and Derewianka, B. (2011). New technologies to support language learning. In Tomlinson, B. (ed.), pp. 328356. Lee,R.N.F.andBathmaker,A.M.(2007).TheuseofEnglishtextbooksforteaching English to vocational students in Singapore secondary schools: a survey of teachers beliefs. RELC Journal, 38(3): 350374. Littlejohn,A.(2011).Theanalysisoflanguageteachingmaterials:insidetheTrojan horse. In Tomlinson B (ed.), pp. 179211. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms.Language Teaching, 40: 243249. Macaro, E., Handley, Z. and Walter, C. (2012). A systematic review of CALL in English as a second language: focus on primary and secondary education.Language Teaching, 45(1): 143. Maley,A.(2003).Creativeapproachestowritingmaterials.InTomlinson,B.(ed.), pp. 183198. Maley, A. (2011). Squaring the circle reconciling materials as constraint with materials as empowerment. In Tomlinson, B. (ed.), pp. 379402. Mares, C. (2003). Writing a coursebook. In Tomlinson, B. (ed.), pp. 130140. Masuhara, H., Hann, N., Yi, Y. and Tomlinson, B. (2008). Adult EFL courses.ELT Journal, 62(3): 294312. Masuhara, H. and Tomlinson, B. (2008). Materials for general English. In Tomlinson, B. (ed.), pp. 1737. McDonough, J. and Shaw, C. (1993).Materials and Methods inELT , 1st Edition. Oxford: Blackwell. McDonough, J. and Shaw, C. (2003).Materials and Methods in ELT , 2nd Edition. Oxford: Blackwell. McDonough,J.,Shaw,C.andMasuhara,H.(2013).MaterialsandMethodsinELT ,3rd Edition. Oxford: Blackwell. McGrath,I.(2002). MaterialsEvaluationandDesignforLanguageTeaching .Edinburgh: Edinburgh University Press. Copyrighted material 9781137023292Copyrighted material 978113702329214Sue Garton and Kathleen Graves McGrath, I. (2006). Teachers and Learners images for coursebooks. ELT Journal, 60(2): 171180. Mitchell,R.andLee,J.H.W.(2003).Samenessanddifferenceinclassroomlearning cultures: interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research, 7(1): 3563. Motteram,G.(2011).Developinglanguage-learningmaterialswithtechnology.In Tomlinson, B. (ed.), pp. 303327. Mukundan,J.(2008).Multimediamaterialsindevelopingcountries:theMalaysian experience. In Tomlinson, B. (ed.), pp. 100110. Nation,I.S.P.andMacalister,J.(2010). LanguageCurriculumDesign.NewYork: Routledge. Nguyen, M. T. T. (2011). Learning to communicate in a globalized world: to what extent doschooltextbooksfacilitatethedevelopmentofinterculturalpragmaticcompe-tence? RELC Journal, 42(1): 1730. Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4): 589613. Nur,C.(2003).EnglishLanguageTeachinginIndonesia:changingpoliciesandprac-tical constraints. In Ho, W. K. and Wong, R. Y. L. (eds),English Language Teaching in East Asia Today: Changing Policies and Practices . Singapore: Eastern Universities Press, pp. 163172. Opoku-Amankwa, K. (2010). What happens to textbooks in the classroom? Pupils access toliteracyinanurbanprimaryschoolinGhana.Pedagogy,Culture&Society,18(2): 159172. Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51(2): 144156. Pennycook, A. (1994).The Cultural Politics of English as an International Language. London: Longman. Phillipson, R. (1992).Linguistic Imperialism. Oxford: Oxford University Press. Phillipson, R. (2009). Linguistic Imperialism Continued. London: Routledge. Prensky,M.(2001).DigitalNatives,DigitalImmigrants.Availableathttp://www.marcprensky.com/writing/prensky%20%20digital%20natives,%20digital%20immi-grants%20-%20part1.pdf [Accessed 31/05/13]. Prodromou, L. and Mishen, F. (2008). Materials used in Western Europe. In Tomlinson, B. (ed.), pp. 193212. Richards,J.C.(2001).CurriculumDevelopmentinLanguageTeaching .Cambridge: Cambridge University Press. Rubdy, R. (2003). Selection of materials. In Tomlinson, B. (ed.), pp. 3757. Sunderland, J. (2000). New understandings of gender and language classroom research: texts, teacher talk and student talk.Language Teaching Research, 4(2): 149173. Thomas, M. (2009). Handbook of Research on Web 2.0 and Second Language Learning. New York: IGI Global Thornbury,S.(2000).ADogmaforEFL.Availableathttp://www.thornburyscott.com/tu/Dogma%20article.htm [Accessed 31/05/13]. Tomlinson,B.(ed.)(1998). MaterialsDevelopmentinLanguageTeaching.1stedition. Cambridge: Cambridge University Press. Tomlinson,B.(ed.)(2003). DevelopingMaterialsforLanguageTeaching.London: Continuum. Tomlinson, B. (ed.) (2008).English Language Teaching Materials: A Critical Review. London: Continuum. Copyrighted material 9781137023292Copyrighted material 9781137023292Materials in ELT: Current Issues15 Tomlinson,B.(2010).Principlesofeffectivematerialsdevelopment.InHarwood,N. (ed.), pp. 81108. Tomlinson,B.(ed.)(2011). MaterialsDevelopmentinLanguageTeaching,2ndEdition. Cambridge: Cambridge University Press. Tomlinson,B.(2012).Materialsdevelopmentforlanguagelearningandteaching. Language Teaching, 45(2): 143179. Tomlinson, B. (ed.) (2013).Applied Linguistics and Materials Development. Bloomsbury. Tomlinson, B., Dat, B., Masuhara, H. and Rubdy, R. (2001). EFL courses for adults.ELT Journal, 55(1): 80101. Tomlinson,B.andMasuhara,H.(eds)(2010a). ResearchforMaterialsDevelopmentin Language Learning. London: Continuum. Tomlinson, B. and Masuhara, H. (2010b). Published research on materials development for language learning. In Tomlinson, B. and Masuhara, H. (eds), pp. 118. Willis,J.(2011).Concordancesintheclassroomwithoutacomputer:assemblingand exploiting concordances of common words. In Tomlinson, B. (ed.), pp. 5177. Yakhontova, T. (2001). Textbooks, contexts and learners.English for Specific Purposes , 20: 397415. Zacharias,N.T.(2005).Teachersbeliefsaboutinternationally-publishedmaterials:a survey of tertiary English teachers in Indonesia. RELC Journal, 36(1): 2337. Copyrighted material 9781137023292Copyrighted material 9781137023292285Indexacademic tasks, 146, 1534accents, 173achievement gap, 141adaptation, see materials adaptationaddition, to materials, 1067Albaniaclassroom practices in, 94100communicative teaching approaches in, 89103educational context in, 904L2 learning in, 90L2 teaching in, 901reforms in, 913Algeria, 6, 271cultural representations in English textbooks in, 6986educational reforms in, 735Islamic fundamentalism in, 74teachers perspectives in, 802Apple, M. B., 48Argentina, 39, 42, 448assessment, 1456, 1534, 208, 210attitudes towardsadaptation, 11011, 117coursebooks, 28English classes, 258materials, 78mobile phone lessons, 1679use of L1, 42audio lessons, 1645autonomous learning/learners, 58, 1223, 1367, 178, 183, 1913, 203, 221, 223, 230, 261authenticityof IF, 18991of language, 236, 93, 184of materials, 224, 276in textbooks, 236, 31, 93, 184Bahrainadaptation of materials for, 5368educational context in, 534teacher training in, 645BANA, see Britain, Australia and North America (BANA) countriesBangladesh, 6, 11, 159, 271, 276, 277BBC Janala in, 16372English language learning initiatives in, 160Batstone, R., 244big c culture, 723, 78blogs, 200Borg, S., 2412Brazil, teacher education in, 23752Britain, Australia and North America (BANA) countries, 101, 256, 257, 265, 271, 272Brown, D.,, 223Byrd, P., 212CALL framework, 1845, 1923Carter, R., 25celebrity culture, 73, 78, 80cell phones, see mobile phonesChapelle, A. A., 6, 1011, 1845China, 6, 40, 70classroom practices, 94100, 258CLIL, see Content and Language Integrated Learning (CLIL)CLT, see Communicative Language Teaching (CLT)collaborative learning, 188, 2024commodity culture, 723Common European Framework of Reference (CEFR), 165communication-oriented textbooks, 25369communicative competence, 9, 179Communicative Language Teaching (CLT), 401, 89103, 221, 2223, 234challenges of, 92classroom practices, 94100implications of, 1002in Japan, 25467principles of, 179reforms and, 913resources and textbooks for, 934Copyrighted material 9781137023292Copyrighted material 9781137023292286Indexcommunity, 2234comprehension, 589computer-mediated collaborative learning (CMCL), 188computers, 199200confidence, 169, 175, 256contentethnically and culturally diverse, 1434evaluation of, 210level, amount, and relevance of, 173linguistically and culturally diverse, 1501localisation of, 67, 33, 2712of materials for English as globalised language, 2713modifying, 33reorganizing, 34representations of, 268subject matter, 42subject-specific, 146Content and Language Integrated Learning (CLIL)advantages of, 199assessment in, 210defined, 1989evaluation in, 210selecting and adapting materials for, 21113using Web 2.0 tools in, 198215Vertical Transversal CLIL project, 20411context, 94, 1724, 1789contextulisation, 412, 45, 478, 50Cortazzi, M., 6970coursebooks, 24see also materials, ELTadaptation of, 334, 46, 49, 5368, 10420, 274communication-oriented, 25369for communicative teaching, 89, 934content of. see contentcontext for, 379contextualization of, 412corpus data and, 245critical views of, 47cultural representations in, 6986curricular change and, 810deficiencies in, 112development of, 203ELT, 1936evaluation of, 2333factors influencing adoption of, 25367global, 37global vs. local, 3752glocal, 39introduction to, 1920local, 67, 389, 405, 479localised, 3845, 489, 2712mediating, 25964role of, 1920, 105, 109, 253selection of, 2833, 45, 1056, 266supplementation of, 467, 49teachers views on, 10910theoretical underpinnings of, 401typology of, 20, 3741use of, 810, 323, 448values in, 5writing, 203, 27, 117course design, 241Courtillon, J., 423Crawford, J., 1920creativity, 114, 274critical pedagogy, 40critical views, 47cultural competence, 272cultural diversity, 141, 142culturally complex atmosphere, 144, 1501culturally responsive pedagogy, 14155cultural norms, 256cultural representationsin English textbooks, 6986implications of, 824patterns of, 6970teachers perspectives on, 802cultural values, 27cultureapproaches to, 6big c, 723, 78bridge between home and school, 143celebrity, 73, 78, 80commodity, 723context and, 1724definition of, 723language and, 702little c, 723, 78local, 70role of, 26subjective, 73Copyrighted material 9781137023292Copyrighted material 9781137023292Index287curriculumchange, 810changes in Japan, 25367content objectives, 146, 1534culturally and linguistically responsive, 14156deletion, of materials, 108Derewianka, B., 11developing countries, broadband penetration in, 161, 162digital English natives, 277digital games-based language learning (DGBLL), 17897digital immigrants, 10digital natives, 1011discourse oriented approach, 1245Eastern Europe, 901, 92Edge, J., 7educational backgrounds, 141educational institutions, 11617educational systemAlbania, 904Algeria, 735Bangladesh, 160Ghana, 1045Japan, 2534South Korea, 21921Thailand, 1213educational trends, 39eLearning, 200ELT materials, see materials, ELTEnglish as a foreign language (EFL)context of, 55vs. ESL, 545teaching methods, 40English as a foreign language (EFL) teachers, 40see also teachersin Albania, 90103classroom practices of, 94100language proficiency of, 222, 256, 2667non-native, 89, 92pre-service, 23752in South Korea, 21921English as a second language (ESL)context of, 55vs. EFL, 545English in Action (EIA), 160English languagein Bahrain, 534demand for, 9as a foreign language, 271, 2723as a global language, 71, 2703, 277role of, 65, 1212, 159, 160success and, 5in Thailand, 1212English language learners (ELLs)see also learnersachievement gap and, 141content objectives for, 146, 1534culturally and linguistically responsive instruction for, 14655methods of instruction for, 1446English language learning, see language learningEnglish language teaching (ELT), 159in Bangladesh, 160current issues in, 115in South Korea, 21921theoretical framework for, 2402via mobile phones, 15977English language textbookssee also coursebooksadaptation of, 334, 46, 49cultural representations in, 6986development of, 203evaluation of, 238selection of, 2833, 45, 1056, 109English Seekho, 162ethnocentrism, 27evaluation, of textbooks, 233Experiential English (EX ENG), 1223exploitation, 107exploration, 113extemporisation, 1067extension, 107extensive reading, 63, 1834facilitation of learning, 44, 45, 50feedback, 232, 2478flexible learning materials, 124, 224fluency, 58foreign language, 271, 2723Fullan, M. G., 1723funds of knowledge, 143, 150, 2734Copyrighted material 9781137023292Copyrighted material 9781137023292288Indexgames-based language learning, 17897gender balance, 27Ghanaeducational system of, 1045materials adaptation in, 10420global coursebooks, 34, 37critical views of, 45vs. local coursebooks, 67globalisation, 40, 270, 277glocal coursebooks, 39Google Docs, 204, 208, 21011grammar, 242, 243, 244Gray, J., 5, 26, 27, 39, 70Greece, 6handwriting framework, 62Harwood, N., 23, 241, 248Hoque, S., 6Hudelson, S., 56hybrid approaches, 67hybridised culture, 723ICT, see information and communication technologies (ICT)independent learners, 223information and communication technologies (ICT), 199200Inner Circle countries, 6, 71, 75, 77input hypothesis, 240institutional factors, in textbook selection, 28, 38instructionexplicitness of, 132methods of, for ethnic and linguistic diversity, 1446, 1512syntactic and lexical complexity of, 133Interactive Fiction (IF), 17897authenticity of, 18991case study, 193evaluation of, 1845evaluation of results of, 1923introduction to, 1803language learning with, 1834meaning focus, 189positive impact of, 191practicality of, 1912Interactive Whiteboard (IWB), 10intercultural competence, 49intercultural reflection, 434, 45, 50international markets, 213, 37see also global coursebooksinternet, 19, 161, 199Isidori, M. V., 203Italy, 2767JapanAction Plan to Cultivate Japanese with English Abilities, 2534adoption of communication-oriented textbooks in, 25369educational system, 2534policymaking in, 2645technical colleges, 2545Japanese teachers of English (JTEs), 25467Jin, L., 6970Kaye, A., 2023Kervin, L., 11kizuna, 258knowledge, see funds of knowledgekosen, 2545Kramsch, C., 26, 701Krashen, S., 240L1 literacy strategies, 59, 174L2 literacy, 59, 90languageauthenticity of, 236, 93, 184awareness, 42barriers, 141culture and, 702development, 1702first language, 33, 546, 62, 65, 141, 14450, 162, 199, 228, 266target, 40, 423, 545, 71, 93, 1234, 163, 184, 188, 189, 199, 201, 205, 214, 224, 231theory of, 237language learning, 901games-based, 17897with interactive fiction, 1834potential, 184, 185technology for, 2767through mobile phones, 15977Web 2.0 and, 2012language proficiency, 222, 256, 2667Larsen-Freeman, D., 242, 244leaner fit, 1889Copyrighted material 9781137023292Copyrighted material 9781137023292Index289learner assessment, 113learner-centred approach, 41, 89, 92, 94learner fit, 184learnersadoption of communication-oriented textbooks and, 2623, 266autonomy of, 124, 221characteristics of, 379confidence of, 169, 175context of, 1724culturally and linguistically responsive curriculum for, 14156digital technology and, 1011diversity of, 1423engagement of, 146explicitness of information provided to, 132funds of knowledge of, 143, 150, 274independent, 223motivation of, 5, 1423, 169, 175multilevel, 12140needs of, 11213, 1889participation patterns of, 1445, 1512role of, 78support for, 133, 152textbook selection and, 289views of, on materials, 5young, 54, 5664learningcontext, 1789environment, 160facilitation, 44, 45, 50factors affecting, 170practices, 16970styles, 108, 118, 121, 124, 144, 167, 170spaces, 178to read, 579linguistic contrasts, 423, 45, 48, 50linguistic imperialism, 40listening skills, 179literacy, 569framework, 624support for, 5962little c culture, 723, 78local coursebooks, 67, 389, 479cultural representations in, 70distinctive features of, 414, 45theoretical underpinnings of, 401local culture, 70localisation, of content, 67, 33, 2712localised coursebooks, 38, 39, 489, 2712distinctive features of, 414, 45theoretical underpinnings of, 401Lopriore, L., 39Marsh, D., 198materials, ELTaccess to, 7, 11, 39, 141adaptation of. see materials adaptationanalysis of, 24051authenticity of, 276for CLIL, 21113content of, 2713coursebooks, 27, 1936critical views of, 47culturally relevant, 14155current issues in, 115ethnically and culturally diverse, 1434evaluation of, 1, 238flexible, 124, 224future of, 2709importance of, 237literacy work in, 602multilevel, 12140next generation of, 656research on, 12selection of, 109, 1889, 21113, 2378supplementary, 467, 49, 107, 1235teacher developed, 67, 10420, 12238, 23752, 274technology, 1011unsuitable, 2634use of, 810, 241, 2736users of, 78for young learners, 56materials adaptation, 67, 5368, 274addition, 1067approaches to, 1068, 11415for CLIL, 21113for culturally and linguistically diverse students, 14155deletion, 108educational institutions and, 11617in Ghana, 10420implications of, 11518influences on, 11012investigation of, 10815modification, 107by pre-service teachers, 23752reasons for, 11214, 1234Copyrighted material 9781137023292Copyrighted material 9781137023292290Indexmaterials adaptation Continued replacement, 107teachers views on, 11012materials development, 12, 203, 237, 275for mobile phones, 1645multilevel tasks, 12338McCarthy, M., 25McGrath, I., 19, 123meaning focus, 184, 189method exploration, 114methodological correctness, 5, 9methodology, 5, 2558, 265MILLEE, 162ministries of education, guidelines of, 201Mishen, F., 5, 6, 9mixed ability class, 47, 1245, 127, 136mobile phones, 11, 15977Modiano, M., 2778modification, of materials, 107Mongolia, 161Montfort, N., 180Montgomery, W., 144, 1501motivation, 5, 1423, 169, 175Motteram, G., 10Moulton, J., 7Mukundan, J., 11multilevel materials, 12140multilevel tasks, 123control over, 133designing, 1257grading, 12733implementing, 1346implications of, 1367multimedia, 1623multimedia packages, 9national curriculum, 201native language support, 145native speakers, 271, 272non-native EFL teachers, 89, 92noticing hypothesis, 240novice teachers, 8, 80, 82, 274Opoku-Amankwa, K., 7oral vocabulary, 59OReilly, T., 200Outer Circle countries, 71output hypothesis, 240paralleling, 187participation patterns, 1445, 1512pedagogical fit, 42pedagogy, 5, 41culturally and linguistically responsive, 14155language, 23940peer evaluation/assessment, 205, 208, 247peer observation, 2478peer support, 2234peer teaching/tutoring, 211personalisation, 412perspectives, 73, 78phonemic awareness, 57phonics, 578portfolio, 146, 1534, 225, 233Portugal, 1789, 2767post-reading/playing phase, 185, 188power relations, 40Prensky, M., 10pre-reading/playing phase, 185, 1867pre-service teachers, adaptation of materials by, 23752pre-service training, 257primary instruction, 131Prodromou, L., 5, 6, 9project-based learning and teaching (PBLT), 221, 222publication process, 203public schools, textbooks in, 201published materialssee also coursebookstypes of, 20publishers, 39readers theatre, 233reading instruction, 59reading skills, 1834, 226realism, 934real-life language, vs. textbook, 245re-culturing, 1723reflectionreform, 735, 8991, 101, 122, 230repetition, 174replacement, of materials, 107Richards, J.C., 21, 93, 2478, 274Rosati, L., 203rote learning, 901Copyrighted material 9781137023292Copyrighted material 9781137023292Index291Saudi Arabia, 70scaffolding, 152Schmidt, R., 240school curriculum, 42schools, 2578secondary instruction, 131second language acquisition (SLA), 1, 42, 65, 178, 275selection, of textbooks, 2833, 45, 1056, 266self-efficacy, 2756semiotic domains, 180situated cognition, 180smartphones, see mobile phonesSMS, 1612social networking, 200sociocultural traditions, 256, 260, 266socio-economic status, 141South Asia, 70South Korea, 21921, 233speaking skills, 1712, 179stereotypes, 27stimulation, 113Story Reading Project, 21936implications of, 2323materials for, 2245structure of, 221theoretical framework for, 2215training programme, 22532workshop overview, 22730students, see learnerssubjective culture, 73subject-specific content, 146supplementation, 467, 49, 107, 1235Swain, M., 240target language, 40, 423, 545, 71, 93, 1234, 163, 184, 188, 189, 199, 201, 205, 214, 224, 231task-based language teaching, 124teacher-centred approach, 41teacher education, 910, 40, 11718, 2756in Albania, 91in Brazil, 23752in Japan, 257recommended practices in, 24950theoretical framework for, 2402teacherssee also English as a foreign language (EFL) teachersadaptation of materials by, 67, 10420, 12238, 23752, 274autonomy of, 1056confidence of, 256diversity self-assessment for, 149effective use of materials by, 2736external factors influencing, 257, 262as facilitators, 178information and communication, 199200knowledge base of, 14950, 2734language proficiency of, 222, 256, 2667as mediators, 104, 11213mobile learning and, 173novice, 8, 80, 82, 274peer support for, 2234perspectives of, on cultural representations, 802preferences of, 39pre-service, 23752as role models, 2723role of, 78, 178support for, 9textbook selection and, 28, 1056training of, 645, 11618, 21920, 222, 22532, 257, 2612, 2657use of coursebooks by, 448use of technology by, 1011views of, on materials, 5, 10910teachingapproaches to, 222communicative language, 401, 89103, 221, 2223, 234critical approaches to, 45culturally responsive, 14155discourse oriented approach to, 1245learner-centred approach to, 41, 89, 92, 94project-based, 221, 222sociocultural traditions and, 256task-based, 124teaching materials, see materials, ELTtechnology, 19, 2767accessibility of, 1011digital games, 17897in education, 199200impact of, 1011mobile phones, 15977Web 2.0 tools, 198215Copyrighted material 9781137023292Copyrighted material 9781137023292292Indextest formats, 21text authenticity, 93textbooks, see coursebookstext messages, 1612Thailand, educational system in, 1213themed units, 145, 151Thomas, M., 10Tomlinson, B., 1, 2, 5, 237, 240, 241top-down approaches, 56, 63, 65Tunisia, 161Turkey, 70uncertainty, 2601United Statesachievement gap in, 141national guidelines, 6Valdes, G., 141values, 27variety, 113VARK learning styles model, 170Venezuela, 70Vertical Transversal CLIL project, 20411video games, 17980see also digital games-based language learning (DGBLL)vocabulary, 58Watson, J., 72, 73Web 1.0, 2001Web 2.0about, 2001case study, 20411collaborative learning and, 2024language learning and, 2012tools, 198215web applications, 200webquests, 2034Wedell, M., 172, 270western methodological approaches, 5while-reading/playing phase, 185, 187wikis, 200writing instruction, 1245designing multilevel tasks, 1257grading tasks, 12733implementing multilevel writing tasks, 1346writing skills, 171, 187young learners, 54, 5664Yuen, K.-M., 72, 73Copyrighted material 9781137023292Copyrighted material 9781137023292