Developing Materials for Innovative Teaching and Sustainable Learning

This volume features current, innovative, and effective ways of developing instructional materials for diverse English Language Teaching (ELT) contexts. It is divided into four sections, each featuring pedagogical materials designed for specific groups of learners. The sections focus on materials for general English, ESP and EAP, CLIL, and ELT teacher education courses. The chapters, written by experienced educators from around the world, are highly practical and detail the process of designing materials for innovative and sustainable language education. The contributors reflect on their own practice, describe the materials design process, explain the guiding principles, and connect the design process with the local context and educational policies. They also offer practical tips to inspire classroom practitioners to create their own materials, promoting innovative teaching and sustainable learning. Ultimately, their chapters aim to encourage a world where teaching involves creativity and adaptability, leading to transformative learning for both teachers and learners.

Highlights theory, research, policies and practice Written specifically with classroom practitioners in mind Applicable as principal text and supplemental reading across undergraduate and postgraduate courses

Autorentext

Andrzej Cirocki is an Associate Professor in English Language Education in the Department of Education at the University of York, UK. He is an Adjunct Professor of TESOL at Universitas Negeri Surabaya and the President of the National Centre for ELT Materials Development in Indonesia. He teaches modules such as TESOL Methods, Teaching and Learning Language, Evaluating TESOL Practice, Curriculum Design, Professional Practice in Education, and Methodology of Teaching English for Academic Purposes. His professional interests include English language teacher education and professional development, reflective teaching, teacher autonomy, teacher self-efficacy, and teaching English as a foreign language. In addition to his authorship of numerous publications, involvement in international research projects (e.g., Indonesia, Japan, Ecuador), and delivery of CPD courses for English language teachers worldwide, he is also the editor-in-chief of The European Journal of Applied Linguistics and TEFL.

Raichle Farrelly is an Associate Teaching Professor and Director of the TESOL Program for the Department of Linguistics at the University of Colorado Boulder, USA. She delivers courses on a range of topics, including language teaching methods, teaching L2 oral skills, pedagogical grammar, world language policy, the TESOL practicum, and introductory linguistics. Her professional interests include second language teacher education, reflective teaching, curriculum design, community-engaged learning, and teaching refugee-background adults. In addition to peer-reviewed articles and chapters, Raichle co-authored the book Fostering International Student Success in Higher Education, co-edited Educating Refugee-background Students: Critical Issues and Dynamic Contexts, and co-edited the Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. She also co-founded Project Wezesha, an education-based non-profit that aims to increase access to education for young people in Western Tanzania.

Taylor Sapp has spent nearly 20 years as an educator of ESL students across different universities and private schools in Japan and America. His professional interests include vocational ESL skills education, research-based and creative writing instruction, curriculum design, community-engaged learning, and teaching disadvantaged adults. He has also given numerous presentations at academic conferences as a member of TESOL MWIS leadership. In addition to peer-reviewed articles and chapters, Taylor has authored several award-winning creative education resources, including Stories Without End (a 2019 ELTons finalist), What Would You Do? 81 Philosophical Dilemmas for Discussion and Expansion, and co-authored History's Mysteries - Research, Discuss and Solve Some of History's Biggest Puzzles.

Inhalt

Introduction.- Part I: Developing Materials for Young Learners.- Media Literacy Education for Young Learners of English; J. K. Shin, H. Andrews.- Materials for Developing Speaking and Listening Skills in the Primary School EFL Classroom; L. Sova, V. Timpe-Laughlin.- Bringing the World into a Young Learner Classroom through Teacher-Created Multimodal Materials; V. Savi.- Consolidating Theory with

Interactive Classroom Practice to Foster Young Learners' Foreign Language Learning; H. H. Uysal, S. Tanboa.- Part II: Developing Materials for (Young) Adult Learners.- Creative Use of Poetry in Language Tasks; D Bao.- Innovation, Education, Autonomy and Fun.

Ludic Techniques in Teaching and Learning Foreign Languages; A. Surdyk.- Materials Development in Multicultural Developing World L2 Contexts; J. Mukundan.- Ourselves in English; C. Ferradas.- Part III: Developing Materials for CLIL Classrooms.- Designing CLIL Materials for Responsive Teaching and Deeper Learning, J. Skeet.-Effective CLIL Materials Design: A Focus on Sustainability Education and the Holistic Learner; H. Penny, Y. Ruiz de Zarobe.- Materials for Developing Cognitive Skills in the Japanese Soft CLIL Classroom; M. Ikeda.- Part IV: Developing Materials for ESP Courses.- From Summarising to Stance-Taking: Combining Genre Pedagogy and

Academic Digital Literacies to Help Students Write Literature Reviews in Social Sciences and Humanities; M. Garcia-Yeste, K. Pettersson.- Reimagining the Blended Learning Classroom: Creating a New Digital Study Space; P. Martin, D. Anderson.- Designing Materials for Presentation Skills Development in ESP Courses; G. Chmelíkova, J. Mitina.- Including Student Essays in EAP Writing Texts; C. Williams, L. Y. Bennett.- Part V: Developing Materials for TESOL Teacher Education Programmes.- Developing Materials

for an MA Applied Linguistics/TESOL Option Module; J. Norton.- Developing Materials on a TESOL Degree Programme to Teach Inclusive Practices in English Language Teaching: A Case Study from Sri Lanka; B. Indrarathne, G. Herath.- Teaching Materials as a Framework for Fostering Autonomy in TESOL Teacher Education; E. Augusto-Navarro.- Materials for TESOL Education in Sweden: Ensuring Sustainable Development of Teachers and Learners; J. Siegel.- Conclusion.