Choosing appropriate materials is one of the teachers' challenges in classes that have students with variety of cultural, ethnic, and proficiency background (Heath, 1982). Therefore, teachers need expertise to select, adopt, and/or develop study materials that are appropriate to their student’s academic and social needs. For those reasons, the material development in language’s classes seeks to address two major objectives regarding students' needs and expectations: firstly, to help students become more skillful in reading, writing, and presentation skills; and secondly, to create an authentic material for language acquisition in the classroom and thus to encourage students to express their own ideas, feelings, attitudes, and needs.
In team teaching approach, the material development process was flexible and effective through team work. Therefore, the decision of adopting authentic materials for the class was taken by the team using the online discussion forum and followed by a meeting in which we negotiate the effectiveness and appropriateness of those materials. According to Robinson and Selman (1996), "It is the teacher's responsibility to find ways of integrating communicative purposes into the task we invite students to perform" (p. 56). Therefore, a final decision would be made on what changes should be made to make sure the activities and materials meet students' needs, students' proficiency level, communicative approach features, and the course goals as well.
Furthermore, we adopted materials from different sources, such as the internet, stories collection books, and
Form sociolinguistics prospective, adopting materials will also have to take into account the social context in which the content and the language will be used in, as well as to enable students use them outside the classroom for the sake of effective language interaction (Heath, 1982). In order to achieve this adaptivity, appropriate narration techniques were introduced by the team to the class such as "dramatic performance of folktales talk" where students learned how to tell their stories using different and exaggerated character voices, using body language, and maintain eye contact with the audience. Hence, the knowledge that the learners acquired through adopting those types of materials contributed in making students involved in their social context. For example, one of the students explained that he used those techniques and stories to open a conversation with native speakers in which collectively helped him to use the language effectively outside the classroom.
From the perspective of second language acquisition, educators should provide their students with a meaningful and comprehensible input, whether the content is a written or spoken one (Pica, 2002). Therefore, we made sure that the tasks we adopted in the course were more comprehensible to students at their level of language proficiency. For example, we started with easy tasks/activities at the beginning of the course and ended with students' project in which they had to write two short stories and perform them dramatically in the class.
Since this class based on story telling features, we focused on certain grammatical structures such as verb tenses used to narrate (the simple past). In addition, we focused on adjectives as to expand and increase students’ sophistication of vocabulary for description. Therefore, we narrowed our focus after assessing students' grammatical proficiency and what grammatical features need more attention. For example, we asked students during the first week to write a short story about their experience when they arrived to
