A sociocognitive-transformative instructional materials design model for second language (L2) pedagogy in the Asia Pacific: Development and validation
The current developments in second language (L2) pedagogy and the introduction of twenty-first century education compel scholars, educators, and leading education agencies in the Asia Pacific region to revisit their respective curriculum and framework for designing and preparing their English langua...
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| Format: | text |
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Animo Repository
2015
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| Online Access: | https://animorepository.dlsu.edu.ph/faculty_research/334 https://animorepository.dlsu.edu.ph/context/faculty_research/article/1333/type/native/viewcontent |
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| Institution: | De La Salle University |
| Summary: | The current developments in second language (L2) pedagogy and the introduction of twenty-first century education compel scholars, educators, and leading education agencies in the Asia Pacific region to revisit their respective curriculum and framework for designing and preparing their English language teaching materials. However, after surveying available literature and studies in L2 pedagogy, it could be posited that there is paucity of a materials design model that would address these developments. Hence, this paper offers a sociocognitive-transformative materials design model to guide ESL and EFL teachers, material developers, and publishers in the Asia Pacific region in preparing instructional materials based on sound theories, principles, and practices. The process of model development was anchored on the grounded theory which allows a theory or model to emerge from the data. In the context of this study, the data (i.e., scholarly literature) was obtained from the top journals in applied linguistics and second language pedagogy. It is from these data that the preliminary model was developed. Using a three-pronged validation approach, findings confirmed the robustness of the model from both theoretical and practical perspectives. The findings further confirm the possibility of integrating current and relevant pedagogical concepts without contradicting one another and without contradicting other established L2 pedagogical frameworks. © 2014, De La Salle University. |
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