1. MATERIALS
DEVELOPMENT IN ELT
Questions 35 - 39
By Prof. Viviana Salguero
www.vivisalguero.blogspot.com
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

2. Questions 35 to 40
35. Present “Principleof language teaching No. 1.
36. Present “Principleof languageteaching No. 2.
37. Listhigh-level skills.
38. Comment on ways to “positivelyaffect
students’self-esteem” (de Andres 1999)
39. What do you understand by “cognitive
academic language proficiency? (Cumming
2000).
40. Relate principles 1 and 2 to your own teaching
and Language ResourceBook currently being
created.
16/11/2010
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

3. 35.Present “Principleof language teaching No. 1.
The Principle of Language teaching No. 1 says that: Content
and methodology should be consistent with the objectives
of the course, for instance:
1- Englishshould be real
2- Materials need to be written in a way that teachers
can make use of them as a resource and not have to follow
themas a script.
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

4. 36.Present “Principleof language teaching No. 2.
Teaching should be designed to help learners to achieve
languagedevelopment and not just language acquisition
1- Activities should involve and encourage the use of
imagination,innerspeech, predicting,interpreting
2-Activities should not be restricted to the language forms
andfunctions
3-Materials should help the teacher asses the learners and
giveconstructive feedback
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

5. 37. List high-level skills.
- Imagining
- Usinginner speech
- Making connections
- Predicting
- Interpreting
- Evaluating
- Appliying
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

6. 38. Comment on ways to “positively affect students’
self-esteem” (de Andres 1999)
- Encourage students to speak beyond the use of basic
competences.
- Help learners to develop the ability to use language
fluently, accurately and appropriately in numerous genres
andin multiple purposes.
- Preparelearners for therealityof language use.
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

7. 39. What do you understand by “cognitive academic
language proficiency? (Cumming 2000).
CALP refers to formal academic learning. This includes listening,
speaking, reading, and writing about subject area content
material. This level of language learning is essential for students to
succeed in school
Academic language acquisition isn't just the understanding of
content area vocabulary. It includes skills such as comparing,
classifying, synthesizing, evaluating, and inferring. Academic
language tasks are context reduced. Information is read from a
textbook or presented by the teacher. As a student gets older the
context of academic tasks becomes more and more reduced.
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010

8. Bibliography
Comisión Técnica – Académica CONARE-MEP.
Antología para el Curso: Desarrollo de Materiales
Didácticos para la Enseñanza del Inglés I y II Ciclos.
Setiembre2010.
Haynes, Judie. Explaining BICS and CALP.
Everythingesl.net.
http://www.everythingesl.net/inservices/bics_calp.php.
November16th, 2010
Educationalmaterial createdby Prof. Viviana Salguero for CONARE-
MEP-UCRMaterials Developmentin ELT Course. CostaRica 2010