they say very little about any principles of learning and teaching" (Tomlinson, 2003: 107). Tomlinson (2012: 107), for example, states that " not many writers seem to be guided by a prior articulation of learning principles", finding instead that many writers "describe processes which are ad hoc and spontaneous, and which rely on an intuitive feel for activities which are likely to 'work'. The prevalent view in the literature on materials development is that materials design seems to be an "essentially atheoretical activity" (Samuda, 2005: 232). I looked at lists of principles drawn up by both theorists and materials writers, and at critiques by theorists of materials writers. ![]() My starting point was an examination of the literature on materials development in language teaching. Finally, I will offer some practical ideas suggesting how an awareness of these principles can be used in Teacher Development. ![]() In this article, I will examine language teaching and learning principles as stated by both theorists and materials writers, conduct an inquiry into my own materials writing principles and offer a categorization of three different types of principles underpinning the writing process.
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