‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education

Abstract

Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid-90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawing on the sociocultural framework of Activity Theory and using qualitative data from preservice teachers, teacher educators and mentoring teachers, it was possible to identify 'Assuming Learner Limitations' as one of the main rationales mediating the design of language teaching materials by the preservice teachers. The data also showed how this rationale emerged from the preservice teachers' disparaging beliefs about their learners, and how its development was promoted by the school mentors at the schools where they were doing their practicum, despite the teacher education course efforts to prevent its emergence. The study highlights the importance of addressing materials evaluation, adaptation and design in initial teacher education, and the need for conducting more research into the intersection of teacher education and materials development to both expand our knowledge of teaching materials as well as understand how student-teachers relate to the tools of their future profession.

Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China

“…Only a minority of parents believe that education is solely the school's responsibility and feel they are too busy with work to take on an educational role. Some parents lack the competence and abilities to effectively interact with instructors, apply appropriate educational methods, and collaborate in their child's education, which can lead to disruptions and interference (Carabantes & Paran, 2022). The level of individual participation influences the end outcomes according to participation theory (Ichdan et al, 2023).…”

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

“…Under this circumstance, researchers explored the process of materials adaptation, including teachers' understanding, evaluation, and design of the teaching materials (Hanifa & Yusra, 2023;Carabantes & Paran, 2022;Choppin, 2011). For instance, Hanifa and Yusra (2023) researched how materials adaptation proceeds and found that teachers' feeling-sharing with the materials is significant in facilitating their understanding of the difficulty level of materials.…”

“…Masuhara (2022) highlighted the importance of assuming learner limitations while adapting materials. Students' needs are prioritized, from commercial coursebook adaptations catering to regional needs to teachers' behavior of adapting materials as a part of teaching strategies (Carabantes & Paran, 2022).…”

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

“…While the literature review also underscored how researchers have explored learning materials developed by teachers, most of the studies focused on in‐service teachers (e.g., Choi & Lo, 2022; Howard & Major, 2004; Li et al, 2021; Yuniarti, 2019) and paid little attention to how preservice teachers developed materials (e.g., Carabantes & Paran, 2022; de Laurentiis Brandão, 2018; Sert & Li, 2017; Usta & Güntepe, 2017) or how teacher educators evaluated these materials. Still, the literature review did reveal that teachers often approached materials design by applying language materials development principles (e.g., Núñez et al, 2009; Ota et al, 2018).…”