Applying Effective Principles for Adapting Resources

This is an exercise on adapting resources.  The context is a LINC level 3 class consisting of stay-at-home moms, seniors and youth. The material to choose activities from is a LINC 3 classroom resource on Government services. (http://www.moresettlement.org/LINC1−4/LINC4/LINC_3_Classroom_Activities.pdf).  The lesson I will adapt is on volunteering in the community.   

My principles for materials development are distilled and derived from those presented by Thomlinson (2014, pp. 95-118) which represent a number of different authors’ theories on materials development.  They are also based on my own learning principles. This is not an exhaustive list but represents some that I feel strongly about. 

My Principles for Material Development: 

1.    Materials should reflect the communication needs of the learners, and the learners should have some input on the direction of the choice of materials

2.    Materials should be authentic and reflect real language of local English speakers.

3.    Materials should be connected to and build upon the personal experiences and knowledge of the learners.

4.    Materials should be cognitively stimulating for the learners

5.    Materials should entice the learners to learn and touch their senses and emotions.

6.    Materials should help to extend the learners learning beyond the classroom. 

7.    Materials should allow learners to examine, learn and produce meaningful language

8.    Materials should be inclusive for all learning styles. 

I will focus on principles 1, 2 and 6 above which require materials to address the needs of the learners and require materials to be authentic and real, and be able to use them in real life beyond the class.  

1.    Materials which address learner needs and learner choice.

The material given in the unit on Government Services for volunteering focuses primarily on two different types of volunteering positions: Block Parents and Neighbourhood Watch. Although the materials are detailed and well-produced, it may not be of interest to many of the learners in the class, particularly the younger learners.  Also, these volunteer opportunities may not be available in some areas.  I propose that material be replaced and modified in the unit based on a preliminary discussion with the learners about different types of volunteering that they might be interested in. 

The topic of volunteering could be introduced by discussing how volunteering not only helps others but helps integrate into Canadian society, and helps build community and a resume and skills for job experience.    The material on page 281 which gives a short description of some volunteers and what they do, could be used as a starting point. A starting list of different volunteer positions could be generated by the teacher of possible volunteer positions, and also added to by the students if they have ideas.

 Discussions about what each types of position would require would be done (see point 2 below).  Learner centeredness is very important to consider when adapting materials (Saraceni, 2014 pp. 56-57) and helps generate interest and enthusiasm in the class.   Students could choose what types of positions would appeal to them in a short needs assessment.  The teacher could further develop 3 of these that are most interesting to the learners for the lessons to allow for some choice.  

Group or pairs would be created based on the learners’ interests.  

2.    Material should be authentic and reflect the language of local English speakers.

Authentic materials expose the learner to realistic materials (Sarceni, 2014 pp. 58-59). Authentic materials about real local volunteer positions could be made by the teacher using online websites, or students could be given print outs from real websites to view what is required for the volunteer positions and the information that they need to gather.  Or if classroom computers are available students could be shown how to search for these websites as well.  This would reflect a very authentic language experience for the learners and help to develop digital technology skills.  If the language level is too high (CLB 3 is limiting) it might be frustrating for the learners so an adaption of online material may have to be made. 

Instead of using prepared material such as the made-up conversation with a Block Parent volunteer (page 277), this could be replaced by actual volunteer testimonials found online for the 3 chosen volunteer topics.  Although the language may be a bit more advanced than level 3, again small adaptions or modifications could be made by the teacher, and the new vocabulary could be given.  I would slightly adapt the question and To-Do List activity on page 278-279 so that it is more general and could be used for all of the volunteer situations with regard to the information the learners have gathered from the volunteer testimonials. 

3.    Materials should help to extend the learners learning beyond the classroom. 

Since many of the learners had asked about volunteering, it is assumed that they will actually want to continue with and apply their knowledge about volunteering beyond the classroom.  The activity on page 282 (Volunteers Needed) is a simple worksheet for volunteers to fill out with some personal data and what type of volunteer positions that are available.  This form could be adapted with real volunteer positions available in the community which the teacher could find with an online search.  The focus could be for positions that were indicated in the earlier needs assessment activity.  Students could practice writing by creating emails like the exercise on page 283, and those that want to volunteer could actually use these for applying for volunteering.  The teacher would encourage students to do so, and if more information is required (filling out forms, applying for a Criminal Records Check, etc), this could be and extension of the lesson, or the teacher could offer to help after class, or offer to give references, if they feel comfortable with this. 

I think it would be worthwhile including learners in the adaptation process because it would give me a better understanding of their interests and concerns about the materials. In particular young learners may have may ideas about things that would be of interest to them that I'm less informed about. However, I would have to ensure that suggestions would be welcome but also ensure that the material still meets CLB expectations and works towards learning outcomes. 

References: 

Saraceni, C. (2014).  Adapting Courses: A Personal View In B. Tomlinson (Ed.) Developing materials for language teaching. United Kingdom: Bloomsbury Academic.

Tomlinson, B. (2014) Developing Principled Frameworks for Materials Development View In B. Tomlinson (Ed.)  Developing materials for language teaching. United Kingdom: Bloomsbury Academic.