Material Analysis (Example #1: Balancing Work and Life)
Soars, L., Soars, J., & Hancock, P. (2019). Headway intermediate: student’s book (5th ed.) (p. 36). Oxford.
Part I: Describe the material, the context, and learners
Pakistan: The material focuses on vocabulary and listening skills through the topic of work-life balance activities. It is part of a general English course for young adults at an intermediate level, likely learning English as a second language. The unit uses diagrams to illustrate hobbies and activities such as cycling, camping, and knitting, helping learners discuss these in both formal and informal situations.
UK: This material focuses on vocabulary and listening related to balancing work and life. The context is for learners aged 17 and above, at the secondary school level, with a B1+ language proficiency. These students have pre-intermediate knowledge and aim to improve their English ability for personal goals like cultivating hobbies, jobs, studies, and lifestyles.
Part II: Evaluation of the material
2.1. Evaluating the material from the teacher’s perspective
Pakistan: As teachers, we think the material could be updated with newer resources. We would use social media apps or AI tools, to make the lesson more interactive. We would ask students about their own social activities and how they view work-life balance. Since some of the pictured activities might not be accessible or engaging for all students, we would also ask about their personal leisure activities to make the lesson more relevant.
UK: The material aligns with the author’s intention, but adaptations are needed. It’s important to consider students’ social status, first language, English level, and their personal needs and motivations for learning. This will help make the content more relevant and engaging for everyone.
2.2. Evaluating the material from the students’ perspectives
Pakistan: For female students in a South Asian context, many of the illustrated activities are not accessible or even allowed, as they are often confined to household or indoor activities. For male students, some activities may be accessible, but others like surfing or horse riding are limited due to cost or availability. The material reflects a specific cultural identity in its leisure choices, and the socio-economic imbalance means many activities are too expensive for students from lower-income backgrounds.
UK: Students from different social classes and backgrounds may view the material differently. For example, children from middle-class or wealthier families might relate more to activities like horse riding, while others may find these activities unfamiliar or inaccessible due to their economic or cultural background.
2.3. Evaluating the material in terms of praxis
Pakistan: The illustrations and activities are Eurocentric, focusing only on Western perspectives and lifestyles. The choice of activities and even the clothing shown can be offensive to South Asian women and ignore cultural norms. It also discriminates against students from lower-income classes, as many activities are costly and not realistic for them.
UK: The material presents a narrow view of Western middle-class life, focusing on traditional family structures and ignoring diversity like single-parent families. It also shows gender stereotypes, with males doing risky hobbies and females doing easy activities. The people shown are all well-featured, with no representation of disabilities or different body types. Additionally, only white names are used, leaving out people of other races and backgrounds.
Part III: Adaptation
Pakistan: The content should be more inclusive of different cultures, ethnicities, gender roles, and financial backgrounds. For example, the illustrations currently only show white people; instead, they should include brown, Asian, and African people, as well as people with disabilities. Suggestions include showing a disabled person swimming, a brown woman shopping in a local market, and an Asian child helping with household chores. This would make the material more relatable and inclusive.
UK: To make the material more inclusive, we can add pictures of people from diverse cultural backgrounds, societies, and identities, including those with mobility or cognitive challenges. We can also create opportunities for students to describe and share their own habits and lifestyles, ensuring their voices are heard and valued in the classroom.