A bibliometric analysis on material adaptation design for elt contexts
El siguiente análisis bibliométrico busca revisar algunos de los trabajos realizados en el campo del material didáctico de la lengua inglesa, en concreto, sobre cómo los profesores de inglés adaptan, diseñan o evalúan sus materiales didácticos. Para evaluar la información, se implementó una rúbrica...
- Autores:
-
Gutierrez , Lina Maria
Muñoz Rodriguez , Juan Esteban
Valencia Osorio , Daniela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14063
- Acceso en línea:
- https://hdl.handle.net/11059/14063
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::375 - Currículos
420 - Inglés e inglés antiguo
Material adaptation
Material development
Material evaluation
Material escolar
Análisis comparativo
Evaluación comparativa
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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A bibliometric analysis on material adaptation design for elt contexts |
| title |
A bibliometric analysis on material adaptation design for elt contexts |
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A bibliometric analysis on material adaptation design for elt contexts 370 - Educación::375 - Currículos 420 - Inglés e inglés antiguo Material adaptation Material development Material evaluation Material escolar Análisis comparativo Evaluación comparativa |
| title_short |
A bibliometric analysis on material adaptation design for elt contexts |
| title_full |
A bibliometric analysis on material adaptation design for elt contexts |
| title_fullStr |
A bibliometric analysis on material adaptation design for elt contexts |
| title_full_unstemmed |
A bibliometric analysis on material adaptation design for elt contexts |
| title_sort |
A bibliometric analysis on material adaptation design for elt contexts |
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Gutierrez , Lina Maria Muñoz Rodriguez , Juan Esteban Valencia Osorio , Daniela |
| dc.contributor.advisor.none.fl_str_mv |
Murcia Quintero , Daniel |
| dc.contributor.author.none.fl_str_mv |
Gutierrez , Lina Maria Muñoz Rodriguez , Juan Esteban Valencia Osorio , Daniela |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::375 - Currículos 420 - Inglés e inglés antiguo |
| topic |
370 - Educación::375 - Currículos 420 - Inglés e inglés antiguo Material adaptation Material development Material evaluation Material escolar Análisis comparativo Evaluación comparativa |
| dc.subject.proposal.eng.fl_str_mv |
Material adaptation Material development Material evaluation |
| dc.subject.unesco.none.fl_str_mv |
Material escolar Análisis comparativo Evaluación comparativa |
| description |
El siguiente análisis bibliométrico busca revisar algunos de los trabajos realizados en el campo del material didáctico de la lengua inglesa, en concreto, sobre cómo los profesores de inglés adaptan, diseñan o evalúan sus materiales didácticos. Para evaluar la información, se implementó una rúbrica que compacta algunas características específicas con el fin de filtrar los documentos más adecuados que se encuentran en bases de datos como BASE, Oxford, Taylor & Francis Online, en revistas como Profile: Issues in Teachers’ professional Development, HOW y bibliotecas de universidades colombianas como Repositorio de tesis UTP. Por otro lado, los aspectos incluidos en los criterios están relacionados con el tipo de documentos analizados, el número mínimo de conceptos que estos contenían y el entorno en el que se realizaron los estudios. El propósito de esta monografía es revisar y exponer la información existente sobre la adaptación, el desarrollo y la evaluación de materiales en contextos de ELT, así como sus características, tipos y pautas; esta literatura puede ser útil para los educadores de inglés en su ejercicio de enseñanza. |
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2021 |
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2021 |
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2022-04-27T14:52:52Z |
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2022-04-27T14:52:52Z |
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Trabajo de grado - Pregrado |
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Universidad Tecnológica de Pereira |
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Repositorio institucional Universidad Tecnológica de Pereira |
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eng |
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Akintunde, F., & Famogbiyele, T. (2018). Authenticity and Adaptation of Instructional Materials in English as a Foreign Language (EFL) Class. Continental J. Education Research. 11(1), 1-20. https://www.academia.edu/43938207/Authenticity_and_Adaptation_of_Instructiona l_Materials_in_English_as_a_Foreign_Language_EFL_Class Alvarez, J., Bonilla, X. (2009). Addressing Culture in the EFL Classroom: A Dialogic Proposal. PROFILE, 11(2), 151-170. Al Azri, R. H., & Al-Rashdi, M. H. (2014). The effect of using authentic materials in teaching. International Journal of Scientific & Technology Research, 3(10), 249-254. Arias, E. (2017). Translingüismo y aprendizaje integrado de lengua y contenido como un modelo de educación bilingüe dinámica en dos colegios públicos de Pereira. Universidad Tecnológica de Pereira. Pereira. http://hdl.handle.net/11059/8433 Arias, E. P., Blandón, S., & López, M. (2017). The adaptation and implementation of semi authentic material for listening activities on primary students in a public school. Universidad Tecnológica de Pereira. Pereira. http://hdl.handle.net/11059/8031 Bautista, M., (2013). Building ESP content-Based Materials to Promote Strategic Reading. Profile Issues in Teachers’ Professional Development, 15(1). 139 - 169. Barrera & Cantor (2007). Socio-Cultural Stereotypes: Exploring Students’ Perceptions Regarding Social Issues. HOW, 14, 161-173. Bonilla, X. (2008). Evaluating textbooks: A cultural matter. HOW 15, 167-191. Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? Ponencia presentada en la 19th EA Annual Education Conference. http://www.englishaustralia.com.au/ea_conference2006/proceedings/pdf/Cardenas.pd f Castañeda, M. (2012). Adolescent Students’ Intercultural Awareness When Using Culture Based Materials in the English Class. PROFILE, 14 (1), 29-48. Castillo, C. A., Insuasty, E. A., & Jaime, M. F. (2017). The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School. Profile: Issues in Teachers’ Professional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763 Choudhury, R. (2014). The Role of Culture in Teaching and Learning of English as a Foreign Language. Express, an International Journal of Multidisciplinary Research, 1 (4) Cotton, K., O. (1992). In Rodriguez, V., et al (2018). Principles of Second Language Acquisition, Semiotics, and Graphic Design for Material Design. An Informed and Reflective Approach to Language Teaching and Material Design. Cunningsworth, A. (1995) Choosing Your Coursebook. Oxford: Heinemann. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2017). The Sage handbook of qualitative research. Sage. Diodato, V. (2012). Dictionary of bibliometrics. Routledge. https://books.google.com.co/books?hl=es&lr=&id=mXuxJ9QMgJcC&oi=fnd&pg=P R1&dq=bibliometrics+what+is&ots=GMW_7eRBYv&sig=73ijaGEkqDGSLZVU4- bkC2DngfU&redir_esc=y#v=onepage&q=bibliometrics%20what%20is&f=false Diyanti, J. (2010). Teaching English to Young Learners: Learning Materials. Journal of English and Education, 4(1), 64-81. Duarte, S. A, & Escobar, L. A. (2008). Using Adapted Material and its Impact on University Students' Motivation. Profile Issues in Teachers` Professional Development, (9), 63-88. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902008000100005&lng=en&tlng=en. Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe, 15(3), 363-381. Gobernación de Risaralda. (2020). La Hora de Aprender. https://www.risaralda.gov.co/publicaciones/153077/la-hora-de-aprender/ Gomez. L (2015). The Cultural Content in EFL Textbooks and What Teachers Need to Do About It. PROFILE, 17(2), 167. http://dx.doi.org/10.15446/profile.v17n2.44272 Grant. R., Wong, S. (2018). Addressing Cultural Bias in ELT Materials. The TESOL Encyclopedia of English Language Teaching, 1-8. https://doi.org/10.1002/9781118784235.eelt0315 Halim, S., & Halim, T. (2016). Adapting materials: Revisiting the needs of learners. International journal of humanities and cultural studies. 2(4), 633-642 Harwood, N. (2010). English language teaching materials: Theory and practice. New York: Cambridge University Press. Henao, E., Gómez, J., & Murcia, J. (2019). Intercultural Awareness and its misrepresentation in textbooks. Colomb. Appl. Linguistics. J., 21(2), 179-193. https://doi.org/10.14483/22487085.14177 Hertiki, H. (2018). Developing English Teaching Materials for Young Learners. Journal of English Teaching Adi Buana, 3(1), 29-39. https://doi.org/10.36456/jet.v3.n1.2018.1541 Hincapié, J., & Rubio, Y. (2016). Raising Intercultural Awareness Through Speaking Tasks in Fifth Graders. Universidad Tecnológica de Pereira. Pereira. Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58. Hudriati, A., Umiaty, M., & Nadifah, N. (2020). Investigating the Influence of Stereotype in Intercultural Communication Towards English Literature Students of Universitas Muslim Indonesia. ELT Worldwide, 7(1), 76-88. Islam, C., & Mares, C. (2003). Adapting Classroom Materials. In B. Tomlinson (Ed.). Developing Materials for Language Teaching (pp. 86–100). London: Bloomsbury Academic. Retrieved September 17, 2020, from https://books.google.com.co/books?hl=es&lr=&id=qNlzFdoD380C&oi=fnd&pg=PA 86&dq=material+adaptation+in+efl+classroom&ots=8Mi4l-Y- Jaime, M. F., & Coronado, C. C. (2018). Impacto de los materiales del programa de inglés en una universidad pública de Colombia. Cuadernos de Lingüística Hispánica, (32), 175-193. Jánica, D., Rey, L., Rosado, N., (2006). Characteristics of Effective Intercultural Multimedia Material in the English Language Class. HOW, 13, 153-164. Kristiawan, D. (2012). Situating Local Cultures in ELT Material Design in the Indonesian EFL Context. The English Teacher, 41(2). Leufer, N., Prediger, S., Mahns, P., & Kortenkamp, U. (2019). Facilitators’ adaptation practices of curriculum material resources for professional development courses. International Journal of STEM Education, 6(24), 1-18. https://doi.org/10.1186/s40594-019-0177-0 Littlejohn, A. (2011). ‘The analysis of language teaching materials: inside the Trojan Horse. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (2nd ed., pp. 179-211). Cambridge University Press Madsen, K. S. & J. D. Bowen (1978). Adaptation in language teaching. Boston, MA: Newbury House. Mahardika, G. (2018). Incorporating Local Culture in English Teaching Material for Undergraduate Students. SHS Web of Conferences, 42. https://doi.org/10.1051/shsconf/20184200080 Matsuda, A. (2002). International understanding through teaching world Englishes. World Englishes, 21(3), 436–440 Matsuda, A. (2012). Teaching materials in EIL. Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). Principles and practices for teaching English as an international language, 168-185. Routledge. https://books.google.com.co/books?hl=es&lr=&id=PWyrAgAAQBAJ&oi=fnd&pg= PP1&dq=Principles+and+practices+for+teaching+English+as+an+international+lang uage&ots=Uvbsg3Hsdk&sig=mXy3iX6VNx-X0zjk3QRDPl2D zA#v=onepage&q=Principles%20and%20practices%20for%20teaching%20English %20as%20an%20international%20language&f=false5 Martínez, A. P. M. (2015). Material Design Guidelines for EFL Pre-Service Teachers in Bilingual Programs. McDonough, J., & Shaw, C. (2003). Materials and methods in ELT, Teacher’s Guide (2nd ed.). Blackwell. McDonough, J. & Shaw, C. (2013) Materials and Methods in ELT: A Teacher’s Guide (3rd edition). Blackwell. McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press Ltd. McGrath, I. (2013). Introduction: Materials, the roles of teachers and learners, and teacher education. Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory (pp. 1-26). Bloomsbury Collections. http://dx.doi.org/10.5040/9781472542076.ch-001 Ministerio de Educación Nacional. (2016). Pedagogical Principles and Guidelines: Suggested Curriculum.Transition to 5th grade. Bogotá, Colombia: Colombia Bilingüe. Moon, J. (2000). Children Learning English. United Kingdom: Macmillan Press. Morales, A., & Beltrán, A. M. (2006). Developing Listening through the Use of Authentic Material. HOW Journal, 13(1), 101-124. https://www.howjournalcolombia.org/index.php/how/article/view/110 Muñoz, J. (2009). First Graders “Cognitive Skills and Writing Development through Materials Designed on the Structural Cognitive Modifiability Model” (thesis of master). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. Nhem, D. (2020). Culture and ELT: Cambodian Teachers’ Perception and Practice of Textbook Adaptation to Realize Intercultural Awareness. ELT Forum: Journal of English Language Teaching, 9(1), 65-74. https://doi.org/10.15294/elt.v9i1.38409 Núñez, A., Pineda, C., & Téllez, M. F. (2004). Key Aspects for Developing Your Instructional Materials. Profile: Issues in Teachers’ Professional Development, 5(1), 128-139. https://revistas.unal.edu.co/index.php/profile/article/view/11220 Núñez, A., & Téllez, M. F. (2015). Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar. HOW Journal, 22(2), 54-74. https://doi.org/10.19183/how.22.2.151 Polanco, X. (1995). Infométrie et ingénierie de la connaissance, in J.‐M. Noyer (Ed.), Les sciences de l'information bibliométrie scientométrie infométrie, Rennes, Presses Universitaires de Rennes, 1995. Rahmawati, M. (2015). Evaluating and Adapting ELT Materials: Its importance and Implications. English Journal, 9(2), 40-47. Ramos, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW, 20, 206-225. Ramos, B., Aguirre, J., Hernández, C. (2012). A Pedagogical Experience to Delve into Students’ Sense of Cultural Belonging and Intercultural Understanding in a Rural School. HOW, 19, 123-145. Ramos, B., & Aguirre, J. (2014). Materials Development in the Colombian Context: Some Considerations About Its Benefits and Challenges. HOW Journal, 21(2), 134-150. https://doi.org/10.19183/how.21.2.8 Rashidi, N., Meihami, H., & Gritter, K. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3(1), 1–17. Reid, J. (ed.). (1995). Learning styles in the ESL/EFL Classroom. Massachusetts: Heinle and Heinle. Richards, J. C. (2001). The Role of Textbooks in a Language Program. Cambridge University Press Richards, J. C. (2005). Materials Development and Research – Making the Connection. Paper presented at a colloquium on research and materials development, at the TESOL Convention, San Antonio. Saraceni, C. (2003). Adapting courses: A critical view. In B. Tomlinson (ed.). Developing materials for language teaching. (2nd ed., pp 72-85). Continuum. Sevy, J. (2016). Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning. Studies in English Language and Education, 3(2), 91-99. https://doi.org/10.24815/siele.v3i2.4934 Shomoossi, N., & Ketabi, S. (2007). A Critical Look at the Concept of Authenticity. Electronic Journal of Foreign Language Teaching, 4(1), 149-155 Staley, K. N. (2014). Adapting cultural materials to meet student needs. Zona Próxima, (20), 144-152. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2145- 94442014000100012&lng=en&tlng=en Starkey, H. (1999). Foreign Language Teaching to Adults: Implicit and Explicit Political Education. Oxford Review of Education, 25 (1-2), 155-169. https://doi.org/10.1080/030549899104189 Sudiran, D. (2020). Designing English Teaching Materials Containing Popular Culture. Journal Dedikasi, 17 (2), 1-6. Suharno (2016). Juxtaposing L1 Culture and L2 Culture in ELT Materials. International Seminar on Language Maintenance and Shift (LAMAS), 6, 130-134 Tajeddin, Z., Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian. J. Second. Foreign. Lang. Educ., 5(10). https://doi.org/10.1186/s40862-020-00089-9 Tomlinson, B. (ed.). (1998). Materials development in language teaching. Cambridge University Press. Tomlinson, B. (2011). Materials Development in Language Teaching (2nd ed.). Cambridge University Press Tomlinson, B. (2012). Materials development for language learning and teaching. (Stateof the-Art Article). Language Teaching 45(2):143-179 Tomlinson, B. (2013). Developing Materials for Language Teaching (2nd ed.). Bloomsbury. Vega, K. (2021). Learning A foreign Language Through Real Context Material in a Private in Rionegro. Repositorio Universidad Católica de Oriente. http://repositorio.uco.edu.co/handle/123456789/745 Wafula, L. (2017). Adapting Coursebooks to Meet the Expectations of the Syllabus and the Students' Local Needs. A Focus on Teacher Practices. Africa International Journal of Management, Education and Governance, 2(3), 1-9. http://doi.org/10.5281/zenodo.1464891 Xu, Z. (2013) Globalization, Culture and ELT materials: A Focus on China. Multiling 3 (6). https://doi.org/10.1186/2191-5059-3-6. Yildirim, A (2012). Literature and English Culture in ELT. Novitas-ROYAL (Research on Youth and Language), 6 (2), 137-153. Zhan, L., & Hongshun, L. (2021) Making materials use in language classrooms visible: Evidence from two university English teacher in China. Cogent Education, 8(1), 1- 14. https://doi.org/10.1080/2331186X.2020.1870802 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessMurcia Quintero , DanielGutierrez , Lina MariaMuñoz Rodriguez , Juan EstebanValencia Osorio , Daniela2022-04-27T14:52:52Z2022-04-27T14:52:52Z2021https://hdl.handle.net/11059/14063Universidad Tecnológica de PereiraRepositorio institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeEl siguiente análisis bibliométrico busca revisar algunos de los trabajos realizados en el campo del material didáctico de la lengua inglesa, en concreto, sobre cómo los profesores de inglés adaptan, diseñan o evalúan sus materiales didácticos. Para evaluar la información, se implementó una rúbrica que compacta algunas características específicas con el fin de filtrar los documentos más adecuados que se encuentran en bases de datos como BASE, Oxford, Taylor & Francis Online, en revistas como Profile: Issues in Teachers’ professional Development, HOW y bibliotecas de universidades colombianas como Repositorio de tesis UTP. Por otro lado, los aspectos incluidos en los criterios están relacionados con el tipo de documentos analizados, el número mínimo de conceptos que estos contenían y el entorno en el que se realizaron los estudios. El propósito de esta monografía es revisar y exponer la información existente sobre la adaptación, el desarrollo y la evaluación de materiales en contextos de ELT, así como sus características, tipos y pautas; esta literatura puede ser útil para los educadores de inglés en su ejercicio de enseñanza.The following bibliometric analysis seeks to review some of the works made in the field of the English Language Teaching material, specifically, on how English teachers adapt, design or evaluate their teaching aids. To assess the information, a rubric that compacts some specific features was implemented in order to filter the most suitable documents found in databases like BASE, Oxford, Taylor & Francis Online, in journals such as Profile: Issues in teachers' professional Development, HOW, and libraries from Colombian universities such as Repositorio de tesis UTP. On the other hand, the aspects included in the criteria are related to the type of documents analyzed, the minimum number of concepts that these contain, and the setting in which the studies were carried. The purpose of this monograph is to review and report existing information on material adaptation, development, and evaluation in ELT contexts, as well as their features, types, and guidelines; this literature might be helpful for English educators in their teaching exercise.Table of Content Justification 10 Objectives 15 General Objective 15 Specific Objectives 15 Theoretical Framework 15 Conceptual Framework 15 Material Design 16 Considerations of Material Design 17 Types of Material Design 19 How to Design Material 20 Material Adaptation 22 Importance of Adapting Material in EFL Classes 22 How to Adapt Material in EFL Classes 24 Literature Review 27 Methodology 32 Type of Research 32 Type of Study 32 Context 32 Technique 32 Setting up the Premises 33 Searching for and Gathering Documents from Databases and Journals 34 Establishing Criteria for Filtering the Documents 38 Pilotage Process 39 Keywords for Doing the Search 40 Keywords to Consider from the Documents 40 Chapter 1 - Theoretical Foundations 42 Materials 42 Characteristics of Effective Materials 43 Types of Materials 44 Teaching Materials 45 Coursebooks 45 Authentic Material 46 Material Development 49 Limitations in Material Development 50 Material Adaptation 52 Limitations in Material Adaptation 53 Material Evaluation 54 Chapter 2: Practical Aspects 55 Material Development 55 Considerations for Developing Materials 55 Guidelines for Developing Materials 58 Material Adaptation 60 Considerations for Adapting Materials 60 Guidelines for Adapting Materials 61 Material Evaluation 64 Considerations and Criteria for Evaluating Materials 64 Guidelines for Evaluating Materials 66 Chapter 3: Culture and ELT Materials 69 Relevant Concepts 69 Types of Culture 70 Materials and Culture 71 Interculturality 72 Stereotypes 73 Problematic Aspects of Including Culture in ELT Materials 74 Stereotypes Predominance 75 Inner Circle 76 Challenges for Teachers 77 Benefits and Recommendations for the Inclusion of Culture in the ELT Materials 77 Benefits of Addressing Local and Foreign Cultures in ELT Materials 77 Recommendations to Include Culture in ELT Materials 78 Conclusions 82 Implications 88 Limitations 88 References 89PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés107 PáginasengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira370 - Educación::375 - Currículos420 - Inglés e inglés antiguoMaterial adaptationMaterial developmentMaterial evaluationMaterial escolarAnálisis comparativoEvaluación comparativaA bibliometric analysis on material adaptation design for elt contextsTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAkintunde, F., & Famogbiyele, T. (2018). Authenticity and Adaptation of Instructional Materials in English as a Foreign Language (EFL) Class. Continental J. Education Research. 11(1), 1-20. https://www.academia.edu/43938207/Authenticity_and_Adaptation_of_Instructiona l_Materials_in_English_as_a_Foreign_Language_EFL_ClassAlvarez, J., Bonilla, X. (2009). Addressing Culture in the EFL Classroom: A Dialogic Proposal. PROFILE, 11(2), 151-170.Al Azri, R. H., & Al-Rashdi, M. H. (2014). The effect of using authentic materials in teaching. International Journal of Scientific & Technology Research, 3(10), 249-254.Arias, E. (2017). Translingüismo y aprendizaje integrado de lengua y contenido como un modelo de educación bilingüe dinámica en dos colegios públicos de Pereira. Universidad Tecnológica de Pereira. Pereira. http://hdl.handle.net/11059/8433Arias, E. P., Blandón, S., & López, M. (2017). The adaptation and implementation of semi authentic material for listening activities on primary students in a public school. Universidad Tecnológica de Pereira. Pereira. http://hdl.handle.net/11059/8031Bautista, M., (2013). Building ESP content-Based Materials to Promote Strategic Reading. Profile Issues in Teachers’ Professional Development, 15(1). 139 - 169.Barrera & Cantor (2007). Socio-Cultural Stereotypes: Exploring Students’ Perceptions Regarding Social Issues. HOW, 14, 161-173.Bonilla, X. (2008). Evaluating textbooks: A cultural matter. HOW 15, 167-191.Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? Ponencia presentada en la 19th EA Annual Education Conference. http://www.englishaustralia.com.au/ea_conference2006/proceedings/pdf/Cardenas.pd fCastañeda, M. (2012). Adolescent Students’ Intercultural Awareness When Using Culture Based Materials in the English Class. PROFILE, 14 (1), 29-48.Castillo, C. A., Insuasty, E. A., & Jaime, M. F. (2017). The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School. Profile: Issues in Teachers’ Professional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763Choudhury, R. (2014). The Role of Culture in Teaching and Learning of English as a Foreign Language. Express, an International Journal of Multidisciplinary Research, 1 (4)Cotton, K., O. (1992). In Rodriguez, V., et al (2018). Principles of Second Language Acquisition, Semiotics, and Graphic Design for Material Design. An Informed and Reflective Approach to Language Teaching and Material Design.Cunningsworth, A. (1995) Choosing Your Coursebook. Oxford: Heinemann. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2017). The Sage handbook of qualitative research. Sage.Diodato, V. (2012). Dictionary of bibliometrics. Routledge. https://books.google.com.co/books?hl=es&lr=&id=mXuxJ9QMgJcC&oi=fnd&pg=P R1&dq=bibliometrics+what+is&ots=GMW_7eRBYv&sig=73ijaGEkqDGSLZVU4- bkC2DngfU&redir_esc=y#v=onepage&q=bibliometrics%20what%20is&f=falseDiyanti, J. (2010). Teaching English to Young Learners: Learning Materials. Journal of English and Education, 4(1), 64-81.Duarte, S. A, & Escobar, L. A. (2008). Using Adapted Material and its Impact on University Students' Motivation. Profile Issues in Teachers` Professional Development, (9), 63-88. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902008000100005&lng=en&tlng=en.Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe, 15(3), 363-381.Gobernación de Risaralda. (2020). La Hora de Aprender. https://www.risaralda.gov.co/publicaciones/153077/la-hora-de-aprender/Gomez. L (2015). The Cultural Content in EFL Textbooks and What Teachers Need to Do About It. PROFILE, 17(2), 167. http://dx.doi.org/10.15446/profile.v17n2.44272Grant. R., Wong, S. (2018). Addressing Cultural Bias in ELT Materials. The TESOL Encyclopedia of English Language Teaching, 1-8. https://doi.org/10.1002/9781118784235.eelt0315Halim, S., & Halim, T. (2016). Adapting materials: Revisiting the needs of learners. International journal of humanities and cultural studies. 2(4), 633-642Harwood, N. (2010). English language teaching materials: Theory and practice. New York: Cambridge University Press.Henao, E., Gómez, J., & Murcia, J. (2019). Intercultural Awareness and its misrepresentation in textbooks. Colomb. Appl. Linguistics. J., 21(2), 179-193. https://doi.org/10.14483/22487085.14177Hertiki, H. (2018). Developing English Teaching Materials for Young Learners. Journal of English Teaching Adi Buana, 3(1), 29-39. https://doi.org/10.36456/jet.v3.n1.2018.1541Hincapié, J., & Rubio, Y. (2016). Raising Intercultural Awareness Through Speaking Tasks in Fifth Graders. Universidad Tecnológica de Pereira. Pereira.Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58.Hudriati, A., Umiaty, M., & Nadifah, N. (2020). Investigating the Influence of Stereotype in Intercultural Communication Towards English Literature Students of Universitas Muslim Indonesia. ELT Worldwide, 7(1), 76-88.Islam, C., & Mares, C. (2003). Adapting Classroom Materials. In B. Tomlinson (Ed.). Developing Materials for Language Teaching (pp. 86–100). London: Bloomsbury Academic. Retrieved September 17, 2020, from https://books.google.com.co/books?hl=es&lr=&id=qNlzFdoD380C&oi=fnd&pg=PA 86&dq=material+adaptation+in+efl+classroom&ots=8Mi4l-Y-Jaime, M. F., & Coronado, C. C. (2018). Impacto de los materiales del programa de inglés en una universidad pública de Colombia. Cuadernos de Lingüística Hispánica, (32), 175-193.Jánica, D., Rey, L., Rosado, N., (2006). Characteristics of Effective Intercultural Multimedia Material in the English Language Class. HOW, 13, 153-164.Kristiawan, D. (2012). Situating Local Cultures in ELT Material Design in the Indonesian EFL Context. The English Teacher, 41(2).Leufer, N., Prediger, S., Mahns, P., & Kortenkamp, U. (2019). Facilitators’ adaptation practices of curriculum material resources for professional development courses. International Journal of STEM Education, 6(24), 1-18. https://doi.org/10.1186/s40594-019-0177-0Littlejohn, A. (2011). ‘The analysis of language teaching materials: inside the Trojan Horse. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (2nd ed., pp. 179-211). Cambridge University PressMadsen, K. S. & J. D. Bowen (1978). Adaptation in language teaching. Boston, MA: Newbury House.Mahardika, G. (2018). Incorporating Local Culture in English Teaching Material for Undergraduate Students. SHS Web of Conferences, 42. https://doi.org/10.1051/shsconf/20184200080Matsuda, A. (2002). International understanding through teaching world Englishes. World Englishes, 21(3), 436–440Matsuda, A. (2012). Teaching materials in EIL. Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). Principles and practices for teaching English as an international language, 168-185. Routledge. https://books.google.com.co/books?hl=es&lr=&id=PWyrAgAAQBAJ&oi=fnd&pg= PP1&dq=Principles+and+practices+for+teaching+English+as+an+international+lang uage&ots=Uvbsg3Hsdk&sig=mXy3iX6VNx-X0zjk3QRDPl2D zA#v=onepage&q=Principles%20and%20practices%20for%20teaching%20English %20as%20an%20international%20language&f=false5Martínez, A. P. M. (2015). Material Design Guidelines for EFL Pre-Service Teachers in Bilingual Programs.McDonough, J., & Shaw, C. (2003). Materials and methods in ELT, Teacher’s Guide (2nd ed.). Blackwell.McDonough, J. & Shaw, C. (2013) Materials and Methods in ELT: A Teacher’s Guide (3rd edition). Blackwell.McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press Ltd.McGrath, I. (2013). Introduction: Materials, the roles of teachers and learners, and teacher education. Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory (pp. 1-26). Bloomsbury Collections. http://dx.doi.org/10.5040/9781472542076.ch-001Ministerio de Educación Nacional. (2016). Pedagogical Principles and Guidelines: Suggested Curriculum.Transition to 5th grade. Bogotá, Colombia: Colombia Bilingüe.Moon, J. (2000). Children Learning English. United Kingdom: Macmillan Press.Morales, A., & Beltrán, A. M. (2006). Developing Listening through the Use of Authentic Material. HOW Journal, 13(1), 101-124. https://www.howjournalcolombia.org/index.php/how/article/view/110Muñoz, J. (2009). First Graders “Cognitive Skills and Writing Development through Materials Designed on the Structural Cognitive Modifiability Model” (thesis of master). Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.Nhem, D. (2020). Culture and ELT: Cambodian Teachers’ Perception and Practice of Textbook Adaptation to Realize Intercultural Awareness. ELT Forum: Journal of English Language Teaching, 9(1), 65-74. https://doi.org/10.15294/elt.v9i1.38409Núñez, A., Pineda, C., & Téllez, M. F. (2004). Key Aspects for Developing Your Instructional Materials. Profile: Issues in Teachers’ Professional Development, 5(1), 128-139. https://revistas.unal.edu.co/index.php/profile/article/view/11220Núñez, A., & Téllez, M. F. (2015). Reflection on Teachers’ Personal and Professional Growth Through a Materials Development Seminar. HOW Journal, 22(2), 54-74. https://doi.org/10.19183/how.22.2.151Polanco, X. (1995). Infométrie et ingénierie de la connaissance, in J.‐M. Noyer (Ed.), Les sciences de l'information bibliométrie scientométrie infométrie, Rennes, Presses Universitaires de Rennes, 1995.Rahmawati, M. (2015). Evaluating and Adapting ELT Materials: Its importance and Implications. English Journal, 9(2), 40-47.Ramos, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW, 20, 206-225.Ramos, B., Aguirre, J., Hernández, C. (2012). A Pedagogical Experience to Delve into Students’ Sense of Cultural Belonging and Intercultural Understanding in a Rural School. HOW, 19, 123-145.Ramos, B., & Aguirre, J. (2014). Materials Development in the Colombian Context: Some Considerations About Its Benefits and Challenges. HOW Journal, 21(2), 134-150. https://doi.org/10.19183/how.21.2.8Rashidi, N., Meihami, H., & Gritter, K. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3(1), 1–17.Reid, J. (ed.). (1995). Learning styles in the ESL/EFL Classroom. Massachusetts: Heinle and Heinle.Richards, J. C. (2001). The Role of Textbooks in a Language Program. Cambridge University PressRichards, J. C. (2005). 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Cogent Education, 8(1), 1- 14. https://doi.org/10.1080/2331186X.2020.1870802PublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf631128https://dspace7-utp.metabuscador.org/bitstreams/bf6a8224-05a6-44b5-b4d7-b68d698fb4f2/download05c3a5c5f211d99f22c9cd13e07e786aMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/c7ad754e-f83f-4e3f-93b2-5954932814f7/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain163526https://dspace7-utp.metabuscador.org/bitstreams/a60b0c75-ba12-4a34-8666-7aab9987e737/download6e312a04104e69311829ad25205fc366MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5804https://dspace7-utp.metabuscador.org/bitstreams/06f2c76a-841c-4767-8642-aec29c06bb64/download3c1cf572ac81d92475de1a521779a1e8MD5411059/14063oai:dspace7-utp.metabuscador.org:11059/140632024-09-05 17:17:28.024https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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