Material adaptation

MATERIAL ADAPTATION
Adaptation techniques
The main ways in which materials can be adapted are by addition, deletion, and modification.
Addition/deletion
Addition can be done by either extension or exploitation of materials. Extension is a modification of the quantity of materials when a language item isn’t covered sufficiently; extension differs to supplementation as the design and learning goals stay the same with the former and differ with the latter. Addition by exploitation is a qualitative addition to the way in which the materials are utilised; that is, the materials are used beyond there original purpose; for example, a picture used to illustrate a theme can be used to predict content or activate target vocabulary. Deletion, in very simple terms, is the opposite of addition—“two sides of the same coin” (McDonough, Shaw, & Masuhara, 2013, p. 72), in which materials are reduced because the quantity is too much for the learners or no not fit the intended purpose of learning.
Modification
Through modifying, we change the approach or focus of an exercise or piece of material. The change can relate to language, the context and content of the language, procedures for teaching and classroom management, and organising the components of the materials in a different way. Modifications can a time-consuming affair and there must be a solid rational for the change (identified through evaluation). Examples of reasons to modify are making the materials more relevant to the local context, personalising materials to learner needs and learning styles, simplifying the materials, and modernising out-of-date materials.
In the next step you have a go at evaluating and modifying a set of materials.
References
Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in elt : a teacher’s guide (3rd ed.). Wiley-Blackwell.
McGrath, I. (2013). Teaching materials and the roles of efl/esl teachers : practice and theory. Bloomsbury.
Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury Publishing.
Tomlinson, B., & Masuhara, H. (2018). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons, Incorporated.
Activity to be adapted
Consider this example: You have prepared an art activity encouraging children to choose construction paper and crayons to draw what they see after a nature walk. Janeke, a 4-year-old in your class, struggles with fine motor control. When you watch him at this station, he often drops the crayons and struggles to keep the paper from moving around on the table while he draws. He gets frustrated and throws his materials on the floor before leaving the table.
Just a few changes
Teachers can help! To adapt this activity for Janeke’s needs, you can:

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  Put paper on a clipboard so it doesn’t move around on the table as he draws.
  
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  Substitute chunky crayons for the thin ones so Janeke can get a solid grip on the crayons for drawing.
  

Materials adaptation does not need to be substantial or expensive. Often the best adaptations are easy ones that allow the child to fully participate in the activity of drawing with his friends. Janeke is now side-by-side with his friends at the art table, drawing and talking. His materials might look slightly different, but he is engaging in the same activity, drawing, and is practicing the same skills: grasping a crayon, selecting colors, and talking about things they saw on the nature walk.
Goal: Access to learning with friends
It is important to note that materials adaptations do not remove a child from his or her small group or class. In fact, it is the opposite! Materials adaptations allow a child greater access to the daily activities of the class. We want Janeke learning near his friends, not separate from them, because he is a part of the group and classroom community. Learning with friends allows Janeke to experience “peer modeling,” where his friends can show him how to do something. Janeke can also take on the role of model in the classroom as he engages in the activity.
Learning from others
Reaching out to Janeke’s therapists opens a world of options for future adaptations. Janeke is working with an occupational therapist (OT), who gave him adapted utensils and plates with grips on the bottom to use for lunchtime. Reaching out to Janeke’s OT and asking questions about how you can carry over some of the skills he is learning during OT will help Janeke make even more progress in your class.