ABSTRACT
This chapter examines how classroom materials have been and can be addressed in language teacher education. We first review the current relationship between publications on materials and language teacher education, before identifying the key issues and debates around materials design and evaluation as they relate to language teacher education programmes. These include how publications on materials development and evaluation can be used in teacher education programs, how materials themselves are addressed (or not) in teacher education, research on how materials are used in the classroom, critical views of materials, and the role of technology. We then go on to consider the practical applications of materials in such programmes and suggest three interrelated skill areas that should be included as part of teacher education programmes so that teachers can become effective materials users and developers. The first is developing informed understandings of the principles and assumptions that underlie materials; the second is understanding one’s own beliefs and assumptions about materials; and the third is learning to adapt/develop materials to meet the needs of students in specific contexts. We also suggest ways that teacher educators can support teachers in using technology to extend learners’ language and interactions within and beyond the classroom.
