It is important that the materials used in class represent both native and non-native speakers, particularly those similar to learners themselves. Such an inclusive representation represents the profile of English users more accurately and helps learners develop a more realistic expectation about their future interlocutors. Aya Matsuda in Lubna Alsagoff, et. al (2002: p. 175)
Cortazzi and Jin (1999) distinguish three types of cultural information that can be used in language textbooks and materials: target culture materials that use the culture of a country where English is spoken as a first language source culture materials that draw on the learners’ own culture as content international target culture materials that use […]
The dominant instructional model(s) of the course should be selected according to the goal of the curriculum and the needs of students, and the varieties of English represented in the teaching materials should match the focus of the course. In many cases, American or British English – the two most popular choices for instructional […]
It is suggested that in EIL (English as an International Language) classrooms, one of the important goals is to develop awareness of and sensitivity toward differences – in forms, uses, and users – and learn to respect (or at least tolerate) those differences. EIL teaching materials must support and promote this. Aya Matsuda in Lubna […]
It is a sample of an English mid-test for Seventh Grade, Junior High School in Indonesia. Click here to download.