Developing Materials for Innovative Teaching and Sustainable Learning: ELT Practitioners’ Experiences From Diverse Global Contexts

• Luis Carabantes ^[1]
  1. [1] Queen Mary University of London

     Queen Mary University of London

     Reino Unido

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 79, Nº 3, 2025, págs. 509-512
• Idioma: inglés

• Es reseña de:

  • Developing Materials for Innovative Teaching and Sustainable Learning: ELT Practitioners’ Experiences From Diverse Global Contexts

    A. Cirocki (ed. lit.), R. Farrelly (ed. lit.), T Sapp (ed. lit.)

    Springer, 2024

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• Resumen

  • The large number of publications about English language learning materials and materials development in the past three decades raises the question of what is new about materials or, in fact, what merits the publication of a new edited collection. Innovative Teaching and Sustainable Learning are at face value two concepts with the potential to justify another volume on materials development. Whilst previous publications, such as Dat Bao’s (2019)Creativity and Innovations in ELT Materials Development, have explored related areas, what sets Cirocki, Farrelly, and Sapp’s volume apart is its clear focus on sustainability across the chapters, which is in itself a form of innovation in the field. This focus is both timely and deeply grounded in practice, as the contributors—most of whom are themselves classroom practitioners—offer carefully crafted accounts of materials development for the increasingly complex nature and demands of language classrooms.

    Previous publications, such as Sue Garton and Kathleen Graves’s (2014)International Perspectives on Materials in ELT, have also showcased strong international representation, but a commendable effort of Cirocki, Farrelly, and Sapp is the remarkable global scope their book offers. Featuring nineteen chapters from contributors based in fourteen diverse countries—including Serbia, the Philippines, Iraq, Argentina, Hungary, Sweden, Slovakia, Japan, the United Kingdom, Kazakhstan, Spain, the United States, Sri Lanka, and Brazil—this collection gives readers the opportunity to learn about contexts that we rarely read about in the ELT literature. In doing so, the book demonstrates how innovation and sustainability are not one-size-fits-all ideas, but rather concepts that gain meaning when seen through the lens of local and situated educational realities.