LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:2 February 2024
ISSN 1930-2940

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         B. Mallikarjun, Ph.D.
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         Pammi Pavan Kumar, Ph.D.
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Materials Adaptation in ELT: Challenges in India Context

Mudasir Mushtaq Pir and Mudssar Ianam

Abstract

Materials adaptation is relatively a recent field of study in ELT, commencing in the late 1980’s. Materials adaptation in ELT refers to the modification of materials by bringing the materials closer to a particular context of language teaching. The purpose of materials adaptation is to make language teaching more effective. This paper discusses the process of materials adaptation in ELT focusing on the various techniques. Through a comprehensive literature review and description of existing practices the paper elucidates various techniques employed in materials adaptation. Moreover, the paper investigates diverse issues that hinder the adaptation of ELT materials in Indian context. The aim of this paper is to shed light on the materials adaptation as a significant process in ELT. Moreover, the paper also aims to highlight various issues in Indian context that need to be addressed to include materials development as a crucial element in English language teaching classrooms in India.

Keywords: India, ELT, ELT materials, materials adaptation, materials development.

Introduction

Materials in ELT refer to anything that can be used in English language teaching. According to McGrath (2013) materials in ELT include realia and representations. Realia are real objects such as a chair or a piece of fruit and representation includes a drawing or a photograph of someone or something. Such materials can be called as non-verbal because they do not consist of any language content. McGrath (2013) argues that the advantage of verbal materials which include written and spoken materials over those of non-verbal materials is that they consist of both language and content. The form of language in verbal materials serves as the examples of language use and the content refers to the ideas carried by the language to which the learners react. Tomilinson (2001) defines materials as “anything which can be used to facilitate the learning of a language”. They include visual, auditory and print materials. Despite technological advances in electronics, textbooks are still the most used language learning and teaching materials (Tomilinson, 2001). Textbook materials act as the primary source for presenting the content of the language that has to be taught and learnt. Textbook materials determine the aims and objectives of an ELT programme.

The various reasons to use textbook materials in ELT can be summarized as follows.

1. Textbook materials are cost effective in terms of time and money.

2. Textbooks provide a basis for language teaching and learning curriculum which provides the teachers with guidelines to carry out the teaching process.

3. Textbooks provide learners with samples of language upon which they can maximize their learning.

4. Textbook materials help teachers and students keep track of what has been learnt and help learners revise what has been taught.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mudasir Mushtaq Pir
Research Scholar, Department of Linguistics
University of Kashmir
Email: pirmudasir80@gmail.com

Mudssar Ianam
Research Scholar, Department of Linguistics
University of Kashmir
Email: mudasarmughal99@gmail.com
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