Materials Adaptation
curriculumAdapting MaterialsCoursebook AdaptationMaterials Modification
The process of modifying existing (usually published) materials to better suit a specific teaching context. A core professional skill for teachers, since no coursebook perfectly fits every classroom.
Techniques (McDonough, Shaw & Masuhara 2013)
| Technique | What it involves |
|---|---|
| Adding | Supplementing with extra practice, texts, or tasks |
| Deleting / Omitting | Removing irrelevant or inappropriate content |
| Modifying | Rewriting tasks or texts (e.g., changing question types, adjusting instructions) |
| Simplifying | Reducing linguistic or cognitive complexity |
| Reordering | Changing the sequence of activities or units |
| Replacing | Swapping content for more relevant alternatives |
When and Why to Adapt
- Mismatch with learner needs — topics, level, L1 background
- Cultural inappropriateness — content that doesn't resonate or offends
- Insufficient practice — published materials often under-provide controlled or free practice
- Pacing issues — too much or too little content for available time
- Alignment with programme goals — the coursebook's syllabus may not match the institutional syllabus
Principles
- Adaptation should be principled, not ad hoc — driven by Needs Analysis and Learning Outcomes
- Preserve the coherence of the original material's design logic
- Consider the balance between skills, language systems, and engagement
- Tomlinson (2011) — materials should expose learners to rich, authentic input and create opportunities for meaningful use
Practical Implications
- Teachers should evaluate materials before the course starts and plan adaptations systematically
- Adaptation is a spectrum: from minor tweaks to near-complete redesign
- In institutional contexts like EH, shared adaptation decisions ensure consistency across teachers