Page:Adapting and Writing Language Lessons.pdf/134

Rh  the realities of the training site. This problem was of particular importance in the mind of the person who was to serve as language coordinator for the project.

In general, then, the pedagogical devices of this lesson were rather indistinctly articulated.

At the same time, Lesson 5 (and the entire series) had certain very important strengths. The Creole-speaking members of the materials development team were quick to point out that it was in general very authentic, both linguistically and culturally. The content had been chosen under the supervision of the Director under whom the Volunteers were to serve, and hence carried prima facie credibility with respect to 'coarse-grained specification' (Chapter 4, p.135. All vocabulary items were potentially very useful.

The strategy of the adapters was therefore to present the material of Lesson 5, using clearer pedagogical devices, but rewriting as little as possible. Most of their work went into presentation of the narrative. For this purpose, they followed four steps:

 Break the narration into sections of 2-4 consecutive sentences. After each section, write numerous comprehension questions. Write Cummings devices (p. 59 ) based on a few of these questions, and use them as occasions to review vocabulary relating both to the training site and to Mauritius. Where possible, write them in a way that will promote the trainee's knowledge of Mauritian life. 