From theory to textbook: Constructing language materials for young learners
Second language materials for young learners are often deceptive in their simplicity. They appear to be easy to create because their content spans a limited range of grammatical forms and vocabulary. However, beyond the challenging process of selecting such content are the underlying theoretical con...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2012 |
| País: | Colombia |
| Institución: | Universidad de la Sabana |
| Repositorio: | Repositorio Universidad de la Sabana |
| Idioma: | inglés |
| OAI Identifier: | oai:intellectum.unisabana.edu.co:10818/13713 |
| Acceso en línea: | http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.7 http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.7/2816 http://hdl.handle.net/10818/13713 |
| Access Level: | acceso abierto |
| Palabra clave: | Enseñanza de segundas lenguas Inglés Libros de texto |
| Sumario: | Second language materials for young learners are often deceptive in their simplicity. They appear to be easy to create because their content spans a limited range of grammatical forms and vocabulary. However, beyond the challenging process of selecting such content are the underlying theoretical concepts, methodologies and approaches that inform well-constructed learning materials. This paper outlines considerations that go into creating a textbook series for young learners in terms of views of language learning, the communicative approach, a notional-functional syllabus, comprehensible input and output, task chains, learner-centeredness, the negotiated curriculum, and autonomy. |
|---|