Since Materials Development in Language Teaching was first published in 1998, there have been some new directions in materials development.
The most obvious one is the increase in quantity and quality of language- learning materials delivered through new technologies. Whilst some new technology programmes and courses have been rightly criticised for simply reproducing activity and task types from paper sources, oth- ers have been praised for exploiting the interactive possibilities of new technologies such as video conferencing, emails, YouTube, Facebook, Twitter, blogs and mobile phones. See Chapter 12 by Gary Motteram, Chapter 13 by Lisa Kervin and Beverly Derewianka, Chapter 15 by Alan Maley and Chapter 17 by Brian Tomlinson in this volume for discussion of the possibilities offered to materials developers by new technologies. See also Reinders and White (2010).
Other new directions in materials development include materials for text-driven approaches, for task-based approaches and for Content and Language Integrated Learning (CLIL) approaches. Brian Tomlinson in Chapters 14 and 17 of this volume refers to approaches in which a potentially engaging text drives a unit of materials instead of a pre- determined teaching point, and Tomlinson (2003c) details a flexible framework for developing text-driven materials which has been used
Introduction
26
on materials development projects in, for example, Bulgaria, Ethiopia, Morocco, Namibia, Singapore and Turkey. Task-based approaches (in which an outcome-focused task drives the lesson) have received a lot of attention recently, but much of it has focused on the principles and pro- cedures of task-based teaching. However, Rod Ellis in Chapter 9 of this volume gives attention to task-based materials, as do Ellis (2003), Van den Branden (2006), Nunan (2004), Samuda and Bygate (2008) and Willis and Willis (2007). CLIL has been commanding a lot of atten- tion recently and it has been used as a means of teaching English and a content subject at the same time in primary, secondary and tertiary institutions in Europe (Eurydice 2006), as well as an approach in which a content area which engages the learner is used to help them improve their English (Tomlinson and Masuhara 2009). Most of the literature on CLIL so far has focused on the theory of CLIL and on its integration into curricula in educational institutions. However, there is a chapter on materials for CLIL in Coyle et al. (2010).
I hope that the chapters in this book will provide a theoretical and practical stimulus to help materials developers and teachers to produce quality materials for learners using the ‘new’ approaches referred to above, as well as to continue to develop innovative and effective mater- ials for the more established approaches.
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