Materials Adaptation

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, and 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