Materials from other colleagues

Materials from other colleagues

By Marlon Orozco Campos

EFL classrooms are enriched with the use of different sources and materials that complement the language learning process; those sources, when designed by EFL teachers themselves, seem to match all the requirements participants need in the process. However, if a teacher borrows materials from another teacher, he important details are easily reflected. That is exactly what happened to me when this week I borrowed two different sources memory game and a handout.  These teachers use their material to help in their lessons as an effective tool because they are their designs but when another teacher uses them the results could vary; for example the content could be different, the way the content is approached differs from teacher to teacher, the materials design could not be attractive for certain group of people, and so on. 

Colors, fonts, sizes, content, vocabulary, cultural background and other important elements can be judged from another point of view and/or perspective. It is possible to distinguish aspects that are not usually easy to discriminate; these elements may work from some educators but do not suit others however, the essential role of materials is to fit students learning needs as much as possible.

There are other useful ideas educators can exchange not only materials but also ideas and techniques to work with their students. There is an extended repertoire of listening tools that can be shared among educators; there are many appropriate songs that are good instruments to teach different elements of the language from listening comprehension to vocabulary, grammar and culture, for instance. Who would have thought that through songs students can learn another language or at least provide with a good practice during the EFL lessons? Songs are not only a good source; they are what students listen to most of their time, they know about music, about bands and singers; therefore, music in general becomes an excellent tool to learn the language.

Some students have also the possibility to take advantage of a meaningful English lesson by using dialogues, news, videos, cartoons and other audio-visual aids in the classroom. Sometimes teachers have access to a nice video or documentary but these teachers lack of ideas and adequate activities to take advantage of that material. On the other hand, there are some educators who have great ideas to use all these sources properly and effectively; these ideas must be shared with other colleagues. As a consequence, the learners will be rewarded with appropriate opportunities to use real language in a different, realistic and entertaining way. 

The experience of exchanging materials and strategies among colleagues must be not as part of an assignment but as common practice to assess more than judge or criticize; it is a positive way to see what others cannot see and give positive feedback as well as a good strategy to collect materials and have a material bank for everybody to use.