Textbook selection in ELT
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This document discusses textbook selection and evaluation for English language teaching programs. It outlines several factors to consider when selecting a textbook, including examining program objectives and ensuring the textbook matches learner needs and skill level. The document also differentiates between predictive and retrospective evaluation methods. Predictive evaluation involves deciding on suitable materials in advance while retrospective evaluation examines how effective materials were after use. Key criteria for textbook selection and evaluation include task appropriateness, cultural suitability, difficulty level, and opportunities for student cooperation and engagement.
Textbook selection in ELT
- 1. UNIVERSITY OF CALDAS MASTER IN ENGLISH LANGUAGE TEACHING Yamith José Fandiño teacheryamith@gmail.com October, 2015
- 2. Introduction
- 3. 1. Textbook selection (Garinger, 2002). Demands for textbooks grow while publishing industry responds with new series. Selection approach affected either by personal preferences or unrelated pedagogical factors (budget, availability, etc.) A need for a practical and straightforward method that helps analyze options according to program issues, from broad (e.g. goals and curriculum) to specific (e.g. exercises and activities).
- 4. Matching the textbook to the program/course Examine program/course thoroughly. Opt for a textbook series or individual texts = content and approach standardization. Compare textbook objectives and program/course objectives. Identify textbook appropriateness according to intended learners.
- 5. Reviewing the skills presented in the textbook • Effectiveness to help learners acquire necessary skills. - Does the text focus on the skills it claims to focus on? (Progress and guidance) - Does it teach the skills or does it merely provide practice? (Content validation) • Coverage of other important skills such as analysis, synthesis, and evaluation.
- 6. Reviewing exercises and activities in the textbook Real contribution to learners’ language acquisition (Practice and extended language skills) Balanced format with controlled and free practice. Progression through the textbook (Reinforcement and complexity demand) Variety and challenge (Stimulus for communication)
- 7. 2. Selecting a coursebook: theory and practice (Tsiplakides, 2011) …at a time when “the ELT market is inundated with state-of-the-art coursebooks teaching modern-day English” (Illes, 2009, p. 145), English teachers often have a difficult time selecting an appropriate coursebook that will suit the needs of their students and is in accordance with the curriculum. Researchers have supported the view that “the selection of a coursebook signals an executive educational decision in which there is considerable professional, financial and even political investment” (Sheldon, 1988, p. 237). Why do we need coursebooks? What advantages do coursebooks have? What disadvantages do coursebooks have?
- 8. Reasons, advantages, and disadvantages …at a time when “the ELT market is inundated with state-of-the-art coursebooks teaching modern-day English” (Illes, 2009, p. 145), English teachers often have a difficult time selecting an appropriate coursebook that will suit the needs of their students and is in accordance with the curriculum. Researchers have supported the view that “the selection of a coursebook signals an executive educational decision in which there is considerable professional, financial and even political investment” (Sheldon, 1988, p. 237). Why do we need coursebooks? What advantages do coursebooks have? What disadvantages do coursebooks have? • Presentation material • A source of activities • A reference source • A syllabus • Self-learning or self- access work • Support for less experienced Ts • Psychologically indispensable for Ss • Credibility for Ss • Sensitive to Ss’ needs • Resource for self- directed learning • Structure and syllabus • Not flexible and usually author biased • Social and cultural biases • Contrived and artificial • Prevent teachers’ creativity • T’s role is undermined.
- 9. Types of evaluation Selecting a suitable coursebook is not a straightforward process, as “selecting a suitable coursebook is not a simple task” (Chambers, 1997, p. 29). In the process of evaluating teaching material there are some pedagogical factors to be considered such as “suitability for the age group, cultural appropriateness, methodology, level quality, number and type of exercises, skills, teacher's book, variety, pace, personal involvement, and problem solving” (Chambers,1997, p. 29-30). Predictive evaluation Retrospective evaluation
- 10. Types of evaluation Predictive evaluation Retrospective evaluation • Deciding what materials to use. • Ts take into consideration available materials, ad then they determine which are best suited to their purposes • Two ways: 1. Evaluations and assessment conducted by experienced researchers and educators. 2. Ts carry out their own evaluation. • A set of criteria for evaluating Assist Ts conduct evaluation in a systematic way. • Examine materials that have actually been used. • Ts decide whether a specific coursebook is worth using again, or if a new one has to be used. • Two ways: 1. Impressionistic evaluation: Ts assess the benefit of activities and materials top make a summative judgment at the end of the course. 2. Empirical evaluation and micro-evaluation: A systematic and overall assessment of tasks. - Do the tasks contribute to the Ss’ language acquisition? - Are the activities balanced? - Do activities progress based on what Ss have already learned? - Are the activities challenging and varied?
- 11. Task or material omission or modification An essential skill for teachers is to be able to adapt the coursebooks they use in their classrooms so as to cater for their students’ level of language development, and to address weaknesses of the coursebooks (p. 761). Types Task or material omission or modification • Modification of the content • Addition or deletion • Dealing with omissions • Modification and alteration of language tasks and activities a) Learners are already familiar. b) Too many tasks on a specific area. c) The item/area is not a priority. d) The item/task is not well designed. e) The topic is not appropriate for the learners. f) Texts are of inappropriate length (e.g. too long) g) Materials are inappropriate for the aims. h) Materials are inappropriate for the Ss. i) Materials are unclear, confusing, or misleading.
- 12. Some criteria or principles TEXTBOOK SELECTION • Some criteria/principles - Is task design appropriate for the Ss? - Are tasks and texts culturally suitable for the Ss? - Is there a match between the difficulty level of the coursebook and students‟ linguistic ability. - Is the coursebook is well designed? • Include authentic texts, which provide students with motivation and engagement. • Provide opportunities for Ss to cooperate with others, engaging in project work and social, cooperative skills, and group cohesiveness .
- 13. References • Garinger, D. (2002). Textbook selection for the ESL classroom. Washington DC: ERIC digest. EDO-FL-02-10. • Tpsilakides, I. (2011). Selecting an English coursebook: Theory and practice. Theory and practice in language studies, 1(7), 758-764.