Textbooks adaptations

Textbooks Adaptation

There are many times in which we need to adapt the textbooks that we use in the classrooms. Some adaptation may be required to suit our students' level of proficiency, interest, and needs. We may also think that the books are incomplete and needs some additional contents and tasks. Thus we decide to adapt the book.

According to Jack C. Richards in his book Curriculum Development in Language Teaching, there are some forms of adaptations (p.260) , namely:
a. Modifying content
According to Richards, content may need to be changed because it does not suit the target learners, perhaps because of factors related to learners' age, gender, social class, occupation and religion or cultural background.
b. Deleting and Adding content
some sections of the books can also be deleted or added according to the needs in using the books.
c. Reorganizing content
Teachers may also reorganize the content of the books, presenting the contents in different orders
d. Addressing omission
Teachers may add activities or grammar activities to a unit
e. Modifying tasks
exercises and activities may need to be changed to give additional focus.
f. Extending tasks
Exercises may contain insufficient practice and additional practice tasks may need to be added.

Apart from those forms, I think as a teacher we can also add the charts, pictures, diagram, table or any other illustration to make the students gain better understanding of the texts.

Everything can be done in order to facilitate the students learning. Adapting the materials should be listed as one of the skills teachers should developed to enhance their professionalism.

The role of ESP teachers/practitioners

You can find the materials about the roles of ESP teachers/ practitioners in the following links:

http://www.laurenceanthony.net/abstracts/Aizukiyo97.pdf

http://www.academia.edu/14531140/English_for_Specific_Purposes_Role_of_Learners_Teachers_and_Teaching_Methodologies


 For class discussion:
1. Please read those articles
2. Please prepare one question for each article
3. Try to find another article about the role of ESP teachers.

THE POSITION OF ESP IN ELT

To understand the position of ESP in ELT, you can look at the ESP tree below. 

(Sources:

1       Hutchinson, Tom and Waters, Alan. 1987. English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press p. 17)

If you look closely at the tree, you know that ELT is divided into EMT (English as a mother tongue), EFL (English as a foreign language) and ESL (English as a second language). ESP it self is one of the branches of ELT. So, in ELT you have both GE and ESP. GE is the teaching of English at school while ESP is the teaching of English for more specific purposes.

Introduction to ESP

(summary from Hutchinson, Tom and Waters, Alan. 1994. English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press)

What is ESP?

1.      The teaching of English which is designed based on the learners’ specific needs

2.      A sphere of teaching English: Business English, technical English, English for tourism,  English for medical professional

Characteristics of ESP:

1.      Absolute characteristics

a.       Designed to meet the specified needs of the learners

b.      Related in content (themes and topics) to particular disciplines, occupations, and activities

c.       Centred on the language appropriate to those activities in terms of syntax, lexis, discourse,  semantics etc. and analysis of this discourse

d.      In contrast with GE

2.      Variable characteristics

ESP may be, but not necessarily:

a.       Restricted as to language skills to be learned (e.g. reading only)

b.      Designed for adult learners

c.       Generally designed for intermediate/ advanced students

d.      May use a different methodology from that of GE

 
The origin of ESP

a. The demand of a brave new world 

After the second-world war, there was an expansion of scientific, technical and economic activity. As a result, an international language is needed- English. Learning English was regarded as the key of international currencies of technology and science. Learners also knew why they needed English. 

b.  A revolution in linguistics 

There was a shift from the teaching which focused on Grammar into the teaching which focused on the   actual use of language in real communication. The English needed by learners is analysed through the linguistics characteristics of their specialist area of work/study. The motto of ESP course design is: Tell me what you need English for and I will tell you the English that you need.

c. Focus on the learner 
There was a new focus in the teaching of English. The importance of the learners and their attitudes to learning was highlighted. The focus on learners’ needs and interests became more and more important for the course designer. In this way, the course should be relevant to the learners’ needs so that the learners have high motivation in learning.

What is theoretical Framework?

What is theoretical Framework?


Within the studies that you do, you are expected to have the theories underpinning the research you are conducting which can help you in providing explanation of the particular event that you are studying. In other word you need to have theoretical framework.

According to Imenda (2014, p.189), theoretical framework refers to "the application of a theory, or a set of concept drawn from one and the same theory, to offer an explanation of an event, or shed some light on a particular phenomenon or research problem."

In this case, as a researcher you have to use a particular theory as your perspective in seeing the phenomena that you are studying. With this theory you also explain and interpret the object of your study. Thus finding the right theory is a must when you are conducting a research. Right here means that the theory that you are using is appropriate to your areas of study. It suits the purpose of your study and it applies well in your particular context.

Among some theories which are popular in applied linguistic studies are sociocultural theories, ecological approach, complexity theories and CHAT or  Cultural Historical Activity Theory.

Each theory has its own potentials to offer reserachers a theoretical framework for the studies. Therefore looking at each theory and reflect on how it may be used in a particular studies is necessary for any reserachers.



Sourrces:
Imenda, Sitwala. 2014. Is there any conceptual difference between theoretical and conceptual frameworks? J Soc Sci, 38 (2): 185-195 (2014)

Being a PhD student in New Zealand

Being a PhD student means being at the high level of education process where you are required to always have the willingness to learn something new. Your intelligence is in fact not the most important aspect of your PhD life which will determine the success of your PhD. Your persistence is in fact the one taking you to get the degree. 

There are many countries providing the education for people to do their PhD. You can choose and you always have choices, a lots of choices. But among those choices you need to consider some aspects other than the education it self such as the support of the environment for your study, the security of the living,  your own budget or financial and still there are many other personal aspects to consider.

First, you need to have a closer look at the country you are going to go for your PhD. You need to consider the pollution level for example, just to make sure that you can live in a healthy place. Next you need to consider the safety of the city you are going to spend your three to four years for your degree. Next, think of the living cost. This last consideration is very important as you should not worry about your financial stuff while you are studying. If you are worried about money then you will  reduce your time of study as you just keep thinking of money matters. It will never effective if you think of finance like when you need to extend your study or you need some new stuff but then you can hardly afford it.

For me, I am choosing New Zealand as this country has almost 0 level of pollution, which means that this country has a good quality of environment to live my life. I can get the fresh air and I have no worry of the pollution which may affect my health. Then this country also has only less than 4.5 million populations meaning that it is not too crowded. This country is also fairly safe for a woman like me. I can go home from my office at around 10 or 11 pm and no problem at all. The transport is also convenient. The buses operate almost 24 hours per day and the residents are so kind to foreigners. You can always ask if you get lost. They will help you by showing you the way or taking you home.

Another big consideration I take is because New Zealand offers a domestic rate for the international student to take the PhD. So this is what attracts me more. As I am not an English native speaker, I have certain level of worry that I cannot finish my study on time. So, I just try to be realistic, and I imagine, what if I cannot finish in 3 years, Can I afford the tuition fees and the living costs ? Can I save from now on to prepare everything if it does happen?

Living here is not that expensive and the tuition fees in New Zealand universities are much affordable compared to any other universities offering the PhD program in other countries. I think I am choosing the right place for taking PhD. I am feeling much safer when I do not need to think of a big amount of money when I do not finish on time. It's good if I can finish on time but if no, then I am not getting into a big problem as I can still afford it due to the affordable living cost and the domestic rate for the international student offered.

Hope this writing helps you to consider your future country to take your PhD..

What are the advantages of textbooks?

McGrath (2013) writes some advantages of textbooks as follows:

• Textbooks surely reduce the time required to prepare your lesson. When you have no time for preparing the materials for your lesson then text books will help you as they are already designed with the wide range of materials.
• Textbooks provide a visible, coherent program of work. Textbooks help you to put the lesson in an appropriate sequence from the beginning to the end of the program.
• Textbooks also give you support. This applies to those who feels lack of training or experience.
• Textbooks are a convenient resource for learners. The direction that textbooks gives help teachers smoothly go to one section to another.
• Textbooks are also visually appealing.

Sources: Teaching Materials and Roles of ESL/EFL Teachers. 2013. By McGrath