MATERIAL ADAPTATION IN FOREIGN LANGUAGE TEACHING

Abstrak

This paper investigates the theory and practice of material adaptation in foreign language teaching (FLT). As commercially produced textbooks and standardised curricula cannot fully address the diverse linguistic backgrounds, proficiency levels, learning styles, and sociocultural contexts of every learner population, teachers must develop the competence to modify, supplement, simplify, or extend existing materials to maximise their pedagogical effectiveness. Drawing on established frameworks in materials development and curriculum design, the study examines the rationale for adaptation, principal adaptation strategies — including simplification, elaboration, localisation, and reordering — and the pedagogical criteria that should guide adaptation decisions. Empirical findings and classroom observations are synthesised to demonstrate that principled material adaptation leads to improved learner engagement, more equitable access to comprehensible input, and superior language acquisition outcomes. Recommendations for language teachers and curriculum designers are presented in the conclusion.