ABSTRACT
This chapter focuses on what kinds of support might also be provided to teachers as innovative educational materials and designs are introduced into their working contexts. As a fundamental starting point, it is important to consider what it is that language teachers actually do with materials. Indeed, language teachers are often likely to be materials developers themselves, if not the local translators, of materials that must be tailored for use with specific learners in particular settings. One way in which teachers can be supported is through the provision of tools and procedures for analyzing their own needs and matching the results with options in language learning materials. Once materials have been adopted, teachers interact with them in several ways to create language learning opportunities. Teachers must know how to evaluate materials according to criteria that are meaningful within their educational circumstances.
