Routledge Handbook of Materials Development for Language Teaching

Julie Norton is a Lecturer in Applied Linguistics and TESOL and Co-Director of Teaching and Learning at the School of Education, University of Leicester. She is a Senior Fellow of the Higher Education Authority (SFHEA). She is also co-author of Navigate Pre-Intermediate.Heather Buchanan is a Lecturer in Language Education and Director of Postgraduate Taught Courses (Teaching and Learning) at the University of York and an experienced teacher trainer. She is co-author of Navigate Intermediate.Consultant editor: Graham HallEditorial Advisory Board: Kathleen Graves, Hitomi Masuhara, David Nunan

• List of illustrationsAcknowledgementsList of ContributorsIntroduction and overviewPART 1Changes and developments in language teaching materials1. The discipline of materials development 2. Language learning materials in the digital era3. Theory and practice in materials developmentPART 2Controversial issues in materials development4. Why do we need coursebooks?5. Authenticity in language teaching materials6. Selecting language for materials writing 7. From global English to Global Englishes: questioning approaches to ELT materials8. Culture and materials development9. Representation in coursebooks: a critical perspective PART 3Research and materials development10. Materials development: what can you research, how and why?11. Using research to inform materials development12. Writing corpus-informed materialsPART 4Materials for language learning and skills development13. Materials for teaching grammar14. Materials for teaching vocabulary15. Materials for developing speaking skills16. Materials for developing reading skills17. Materials for developing writing skillsPART 5Materials evaluation and adaptation18. The analysis and evaluation of language teaching materials19. Approaches to materials adaptationPART 6 Materials for specific contexts20. Developing a primary coursebook series for Turkey21. Versioning coursebooks22. Writing EAP materials23. Writing materials for ESOL24. Materials for English Medium Education25. Writing materials for Spanish teenagers26. Writing materials for an English-speaking environmentPART 7 Materials development and technology27. Developing blended learning materials28. Materials for mobile learning PART 8Developing materials for publication29. Learner contributions to materials in language teaching 30. How do writers write?31. The editor’s role in developing materialsPART 9 Professional development and materials writing32. Making the materials writing leap: scaffolding the journey from teacher to teacher-writer33. Materials as a tool for professional development: a perspective from publishing34. Training materials writersIndex

'This volume presents a treasure trove of scholarship, information and advice for those concerned with materials development for language teaching. The authors have drawn together writers from a range of backgrounds and specialisms to provide insight into all aspects of materials from production to adaptation and from representation to evaluation. The emphasis on the digital is particularly timely given recent moves to online learning, and the critical stance taken by many of the authors will be welcomed by the TESOL community. The Handbook should be on the library shelves of all institutions that offer language teaching programmes.'Fiona Copland, University of Stirling, UK'Not many books address comprehensibly the diversity of issues in materials development, materials in practice and the evaluation of materials. This book engages the reader in debate, thereby enabling the triggers to critical thought.'Jayakaran Mukundan, Universiti Putra Malaysia, Malaysia‘As well as focusing on how theory and practice interrelate, the handbook aims to increase mutual understanding between the two camps: practitioners and theorists.’Paul A. Davies, English Language Teaching Journal'The Handbook makes a significant contribution to previous literature on materials development by mapping the key issues, challenges, and considerations for each focal theme, and how they could be addressed in practice, as well as indicating future directions.'Abdullah Yıldız, English Language Teaching Journal