This guideline applies as much to the instructions that are provided for other teachers
who may use the materials, as it does for the intended learners. It seems to be stating the obvious to
say that instructions should be clear, but, often, excellent materials fail in their “pedagogical
realisation” (Jolly & Bolitho, 1998, p. 93) because of a lack of clarity in their instructions. For
instructions to be effective, they should be written in language that is appropriate for the target
learners, and the use of the correctmetalanguage can assist with making instructions more concise
and efficient.