ABSTRACT
This chapter discusses issues to be considered when preparing pedagogical materials for adult native English-speaking learners of Chinese as a second or foreign language from the beginning through the advanced levels. The discussion is divided into (1) general considerations, (2) culture, (3) speaking, (4) listening, (5) reading, (6) writing, and (7) materials for high-level learners. The desirability of adapting existing materials, whenever possible, rather than beginning a new project from scratch is emphasized. After consideration of the ideal materials development team, a number of specific issues are treated, including: Who are the users and what are their needs? Which methodology should be employed? What guidance should be given to learner and instructor? Is the linguistic and cultural content authentic and accurate and does it reflect usages in different Chinese language-using societies? Is the topical content useful and practical for non-Chinese learners? Are grammatical explanations accessible to learners? What is the role of English? Which learning tasks must be undertaken in the classroom and which can be accomplished by learners on their own? How should single skills (speaking, listening, reading, writing) be addressed in contrast with multiple skills? Is attention paid to different registers in speech and writing? Are reading passages provided in a variety of fonts and type sizes, print and handwriting, simplified and traditional characters, horizontal and vertical formats? How should lessons be structured and how long should they be? Is there extensive built-in review? Are the materials free of gender, racial, and political biases? Do the materials take the special needs and interests of heritage learners into account? Do the materials have aesthetic appeal? And are appropriate and sufficient supplementary materials available? It is stressed throughout that materials developers should strive for maximum flexibility of use and leave options open for both learners and their instructors whenever possible.
