Brian Tomlinson is President of the Materials Development Association (MATSDA), a Visiting Professor at the University of Liverpool and a TESOL Professor at Anaheim University. He has over one hundred publications on materials development, language through literature, the teaching of reading, language awareness and teacher development.

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• SECTION 1: Position Statements. Comments on Section 1 by Brian Tomlinson. Chapter 1: Achieving a Match between SLA Theory and Materials Development by Brian Tomlinson. Chapter 2: Brain Studies and Materials for Language Learning by Hitomi Masuhara. Chapter 3: Applying SLA Principles to Whole Class Activities by Brian Tomlinson. Chapter 4: No Place for Coursebooks in the Very Young Learner Classroom by Irma-Kaarina Ghosn. SECTION 2: Materials Driven by SLA Theory. Comments on Section 2 by Brian Tomlinson. Chapter 5: A Case Study of Principled Materials in Action by Alper Darici and Brian Tomlinson. Chapter 6: Research-Informed Materials for Teaching Pragmatics: The Case of Agreement and Disagreement in English by Noriko Ishihara and Daniel Leigh Paller. Chapter 7: From SLA Research on Interaction to TBLT Materials by Alison Mackey, Nicole Ziegler and Lara Bryfonski. SECTION 3: Evaluations of Materials in Relation to SLA Theory. Comments on Section 3 by Brian Tomlinson. Chapter 8: Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials by Tatsuya Nakata and Stuart Webb. Chapter 9: An Evaluation of Textbook Exercises on Collocations by Frank Boers and Brian Strong. Chapter 10: What Grammar Activities Do ELT Workbooks Focus On? by Sasan Baleghizadeh, Elnaz Goldouz and Mehrdad Yousefpoori-Naeim. Chapter 11: Comprehensibility and Cognitive Challenge in Language Learning Materials by Freda Mishan. Chapter 12: What Aspects of Creativity Enhancement do ELT Textbooks Take into Account?by Sasan Baleghizadeh and Zeinab Dargahi. SECTION 4: Proposals for Action. Comments on Section 4 by  Brian Tomlinson. Chapter 13: Language Teaching Materials as Work Plans: an SLA Perspective by Rod Ellis.Chapter 14: Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources by Hayo Reinders and Mark Pegru. Chapter 15: Framing Vocational English (VE) Materials from a Social Semiotic Perspective: The Design and Use of Accounting English Materials by Handoyo Puji Widodo. Chapter 16: Corpus-Based Materials Development for Teaching and Learning Pragmatic Routines by Kathleen Bardovi-Harlig and Sabrina Mossman. Chapter 17: Why One-size-fits-all is not Fit for Purpose: the Problem with Mass-Produced Teaching Materials, and How One Might Creatively and Sensitively Confront this Problem by Kevin Ottley. Chapter 18: When It’s Not What You Do, but The Way that You Do It:  How Research into Second Language Acquisition Can Help Teachers to Make the Most of their Classroom Materials by Pauline Foster and Ann-Marie Hunter. Conclusion: Brian Tomlinson

Brian Tomlinson is President of the Materials Development Association (MATSDA), a Visiting Professor at the University of Liverpool and a TESOL Professor at Anaheim University. He has over one hundred publications on materials development, language through literature, the teaching of reading, language awareness and teacher development.

Select Guide Rating

• SECTION 1: Position Statements. Comments on Section 1 by Brian Tomlinson. Chapter 1: Achieving a Match between SLA Theory and Materials Development by Brian Tomlinson. Chapter 2: Brain Studies and Materials for Language Learning by Hitomi Masuhara. Chapter 3: Applying SLA Principles to Whole Class Activities by Brian Tomlinson. Chapter 4: No Place for Coursebooks in the Very Young Learner Classroom by Irma-Kaarina Ghosn. SECTION 2: Materials Driven by SLA Theory. Comments on Section 2 by Brian Tomlinson. Chapter 5: A Case Study of Principled Materials in Action by Alper Darici and Brian Tomlinson. Chapter 6: Research-Informed Materials for Teaching Pragmatics: The Case of Agreement and Disagreement in English by Noriko Ishihara and Daniel Leigh Paller. Chapter 7: From SLA Research on Interaction to TBLT Materials by Alison Mackey, Nicole Ziegler and Lara Bryfonski. SECTION 3: Evaluations of Materials in Relation to SLA Theory. Comments on Section 3 by Brian Tomlinson. Chapter 8: Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials by Tatsuya Nakata and Stuart Webb. Chapter 9: An Evaluation of Textbook Exercises on Collocations by Frank Boers and Brian Strong. Chapter 10: What Grammar Activities Do ELT Workbooks Focus On? by Sasan Baleghizadeh, Elnaz Goldouz and Mehrdad Yousefpoori-Naeim. Chapter 11: Comprehensibility and Cognitive Challenge in Language Learning Materials by Freda Mishan. Chapter 12: What Aspects of Creativity Enhancement do ELT Textbooks Take into Account?by Sasan Baleghizadeh and Zeinab Dargahi. SECTION 4: Proposals for Action. Comments on Section 4 by  Brian Tomlinson. Chapter 13: Language Teaching Materials as Work Plans: an SLA Perspective by Rod Ellis.Chapter 14: Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources by Hayo Reinders and Mark Pegru. Chapter 15: Framing Vocational English (VE) Materials from a Social Semiotic Perspective: The Design and Use of Accounting English Materials by Handoyo Puji Widodo. Chapter 16: Corpus-Based Materials Development for Teaching and Learning Pragmatic Routines by Kathleen Bardovi-Harlig and Sabrina Mossman. Chapter 17: Why One-size-fits-all is not Fit for Purpose: the Problem with Mass-Produced Teaching Materials, and How One Might Creatively and Sensitively Confront this Problem by Kevin Ottley. Chapter 18: When It’s Not What You Do, but The Way that You Do It:  How Research into Second Language Acquisition Can Help Teachers to Make the Most of their Classroom Materials by Pauline Foster and Ann-Marie Hunter. Conclusion: Brian Tomlinson