A Text-driven Approach to Developing Localized English Language Teaching Materials

مطالعات زبان و ترجمه

Article 1, Volume 56, Issue 3, October 2023, Pages 1-30   

Document Type: Research Article

DOI: 10.22067/lts.2023.83553.1206

Authors

Sedigheh Vahdat^{* 1}; Mohammad Reza Anani Sarab²; Sadegh Ghobadi³

¹Department of English Language and Literature. Shahid Chamran University of Ahvaz, Ahvaz, Iran

²Department of English Language and Literature, Shahid Beheshti University, Tehran, Iran

³Department of English Language and Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson’s text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed.

Keywords

Materials Development; Linguistic Imperialism; Hegemonic Practices; Intercultural Communicative Competence; Text-driven Approach

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