In this post, Kath Bilsborough & John Hughes summarise their presentation at the MaWSIG Showcase in Brighton earlier this year, where they discuss how materials writers come to be.
In our talk for MAWSIG at IATEFL 2024 in Brighton, we were quickly able to answer the question: Are ELT materials writers born or made? We believe they are made. In other words, as teachers we learn to write our materials. Having answered the question, we were interested to explore how teachers ‘learn’ to do this. We began by asking the room full of participants to consider the two biggest influences on their ability to write materials from a list of six options.
Here is the list so you can try this for yourself. Which are the ways from this list that you learnt to write materials?
- 1. From a tutor on my initial training course
- 2. Through ‘trial and error’ in the classroom
- 3. From reading methodology books
- 4. Learning from and adapting published materials
- 5. On an advanced training course (e.g. an MA)
- 6. Any other ways?
Without question, most people in the room raised their hands for number 2; that they learnt through trial and error. We agreed that, typically, a teacher might create a worksheet or set of slides, take them into the classroom, try them with students and discover that parts worked well and other parts did not. For example, a teacher might discover that there was more than one possible answer to a question, or maybe the topic of a reading text wasn’t suitable for the students.
Very few participants (in fact only 1 person) had received any formal training in materials writing. This wasn’t from choice but because initial teacher training courses don’t usually include any training in this area and most graduate MA courses focus on materials development rather than materials writing. We argued that this is unfair on teachers given the prominence of important materials in their working life.It’s for this reason that we started a company called ‘Writing ELT Materials’ which offers affordable resources and training to teachers. We create blog posts and videos on a range of different writing topics for language teachers and we run online courses for teachers. Based on the type of people who use our services we’ve developed a five-step framework which summarises a materials writers skills development, shown below. The five expanding circles reflect the potential growth of a teacher-writer.
It’s for this reason that we started a company called ‘Writing ELT Materials’ which offers affordable resources and training to teachers. We create blog posts and videos on a range of different writing topics for language teachers and we run online courses for teachers. Based on the type of people who use our services we’ve developed a five-step framework which summarises a materials writers skills development, shown below. The five expanding circles reflect the potential growth of a teacher-writer.
When teachers come to us, we assume they have experience and knowledge of teaching, learning and language (see the first inner circle). In other words, they have spent time in the classroom and know the basics of things like language systems and classroom management. What we can help with is the basic principles and application of key techniques (circle 2) such as writing for the correct level or writing clear instructions. Beyond that, we encourage their creative and reflective skills (circle 3). This might mean looking at ways to generate new ideas (including effective use of generative AI) and also being able to reflect on and self-edit materials into a second or third draft. For many teachers, these first three levels of skills development is enough but some also want to move into writing for publishers so they need awareness of the editorial and publishing process (circle 4). And if they choose to become a full-time freelance materials writer, they will need skills in professionalism and entrepreneurship (circle 5).
Given that many people in the room were experienced teachers and writers, they were able to assess this 5-step framework in relation to their own development. We then went onto explain the different approaches we take to supporting teachers in their materials writing journey. For example, a teacher might take our training course and develop some of the key skills needed to craft a video worksheet for a lesson. A more experienced materials writer might require ideas on how to approach a publisher for paid writing work. In which case we might suggest training or we might advise them to watch a specific video on our YouTube channel.
Following our talk, we received plenty of positive feedback and interest in our services. Many thanks to everyone who attended and who has been in touch since. You can find out more about us at www.writingeltmaterials.com and email [email protected]. Subscribe to our A to Z of materials video channel at https://www.youtube.com/@writingeltmaterials.
Kath Bilsborough and John Hughes are well-known coursebook authors and materials writers. They are both past MaWSIG committee members and regularly attend MaWSIG events.