TESL Canada Journal

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The language-through-content movement of the past decade has promoted the use of authentic texts for language-learning purposes. Content-based instruction, however, has had the effect of emphasizing content as the driver of curriculum rather than language-learning objectives in the language-through-content equation. Longitudinal studies of ESL learners' achievement on standardized measures suggest that it is in the intermediate-level proficiency range that these students are most in need of materials that are qualitatively and quantitatively distinct from authentic text. These distinct materials are needed in order to promote the development of English-language proficiency. Using various computer tools, teachers can prepare materials for intermediate-level learners following a principled approach, thus supporting them through a stage in their language development when they are at risk of failure. This article provides information and examples of how this may be accomplished. We conclude that
preparing materials may also contribute to teachers' professional development.