I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

CITAPTER V
MATERIAL A.DAPTATION
As has been mntioned earlie. in the previous chapter that
therE is to bc eDe kind of naterjat adaptdion to tle ensting
English naterial in order ro irnllemeat leamer-cenlered activities
ard iecbniques. It should b€ understoo4 however, that for the tire
being ed for rhe s.ke of tlis study th; adaptadon is confred
MiDly to th€ €xisrirg mterial i.e., rhe tschitrg l€xtbooks that @
(:rrntly used- This happens becausc to w ay other material will
be accompanied by a host ofditrcultjes. Fi$t of alt, and this is at
the gov€mnenl level, it is iMpprcpnate to chdge the Mterial
because this rle3ns e{n costs are required dd l}b is beyord lhe
ability of the educatioml aulhorities, al least at the pr€sm! time.
TlEn at tle level of the school adnirist-atior\ it is quile nornal for
the $hool authorities to oppose ary kind of deviation fiom lhe
pr€scribed syllabus as this is nol only a8ai6t the rules bul also
according to th.n! a wdt€ of dm.. Fimlly, at fie le3cher's level,
nw mlerial D.6 overloading hih with a irsk lbat he is not used
to and unwilling to undenale. Hence com€s the id€a of adaphtion
of tbe cunently used mierial, which ce be delcnbed as cost
effecrive and at the s!re time undemmdif,a dd does not connict
with the eiucational nne io frmclion. WlEt is E{uirFd js sinply to
adapt the activities in the sel€cted unils ad make them more
l€€rner