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CHAPTER 3

INTRODUCTION

With the growing shortage of time and money for writing new textbooks, particularly in the seldom-taught languages, there is a premium on making effective use of what already exists. We have sometimes acted as though, for any given set of materials the choice was only between using them and rejecting them. Adaptation, as a third alternative, has received very little either of time or of money or of prestige. Rewriting, a fourth possibility, is often viewed both as unjustifiably troublesome for the rewriter, and as an affront to the original author.

Yet among the many dozens of language teachers who have been consulted in the preparation of this book, there has been scarcely one who does not claim that he or she makes some changes or additions to the printed textbook, even if it is supposedly of the programmed self-instructional variety. Many of those interviewed described major changes. A few operate with a minimum outline and a few props, and recreate the course every time they teach it. Under these circumstances, two points need emphasis: First, the various degrees of adaptation, augmentation and rewriting form a continuum, at the far end of which stands the preparation of original materials. Second, before one can begin to adapt or augment or write or rewrite, and before one can even decide which of these four to undertake, it is necessary to evaluate what is available. This chapter offers guidelines for evaluation, and outlines a general procedure for adaptation. The guidelines and the procedure