Book contents
- Professionalising English Language Teaching
- Professionalising English Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgements
- 1 English Language Teaching in the Twenty-First Century
- 2 Conceptualising Teacher Professionalism in English Language Teaching
- 3 Teacher Education and Professional Competences
- 4 Reflective Practice and Teacher-Led Research
- 5 Teacher Autonomy
- 6 Materials Development and Task Design
- 7 Teaching English in the Digital Age
- 8 Teacher Leadership
- 9 Building Professional English Language Teaching Development Communities
- References
- Index
6 - Materials Development and Task Design
A Professional Challenge
Published online by Cambridge University Press: 24 October 2024
- Professionalising English Language Teaching
- Professionalising English Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgements
- 1 English Language Teaching in the Twenty-First Century
- 2 Conceptualising Teacher Professionalism in English Language Teaching
- 3 Teacher Education and Professional Competences
- 4 Reflective Practice and Teacher-Led Research
- 5 Teacher Autonomy
- 6 Materials Development and Task Design
- 7 Teaching English in the Digital Age
- 8 Teacher Leadership
- 9 Building Professional English Language Teaching Development Communities
- References
- Index
Summary
This chapter explores in detail the professional challenges, criteria, and principles for selecting, creating, and preparing materials and tasks for language learning. Teachers must not only be able to utilise and evaluate the language learning materials available, including those in coursebooks but also engage in a profound professional reflection on the choice of texts and language learning exercises, activities, and tasks, and ways of working with them. Beyond such critical reflections, teachers also need to be able to develop materials and design tasks both independently and in collaboration with other teachers. Therefore, this chapter discusses typologies of tasks, a model of the complex task, and potential strategies for assessing outcomes of complex tasks.
- Type
- Chapter
- Information
- Professionalising English Language TeachingConcepts and Reflections for Action in Teacher Education, pp. 117 - 156Publisher: Cambridge University PressPrint publication year: 2024