UNIVERSITY OF CALDASMASTER IN ENGLISH LANGUAGE TEACHING

TEXTBOOKS IN ELT

Yamith José Fandiñoteacheryamith@gmail.com

Introduction

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM (Richards,

2012)

Despite the impact of new technologies, textbooks will doubtless continue to play an important role in language teaching and provide a useful resource for both teachers and learners.

Textbooks should be regarded as one of the many resources teachers can draw upon in creating effective lessons, but teachers need training and experience in adapting and modifying textbooks as well as in using authentic materials and in creating their own teaching materials.

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM (Richards,

2012)

Structure and syllabus for a program Inauthentic language Standardized instruction Distorted contentQuality Variety of resourcesUnrelated to students’ needs Deskill teachers Efficiency Effective models and inputTeacher training Visual appeal Expensive

ADVANTAGES DISADVANTAGES

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM (Richards,

2012)

Both the benefits and limitations of the use of textbooks need to be considered, and if the textbooks that are being used in a program are judged to have some negative consequences, remedial action should be taken (p. 2).

ADVANTAGES DISADVANGES

• Structure and syllabus for a program• Standardized instruction• Quality• Variety of resources• Efficiency • Effective models and input• Teacher training• Visual appeal

• Inauthentic language • Distorted content• Unrelated to students’ needs • Deskill teachers • Expensive

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM (Richards,

2012)

Two teachers evaluating a writing text may likewise look at it from very different perspectives… In any language program therefore it is unlikely that a published checklist can be used without adaptation as a basis for evaluating and choosing textbooks (p. 4).

TEXTBOOK EVALUATION

Information

- The role of the textbookIs there a curriculum and a syllabus or is the textbook the core of the program?- The role of the teachersAre they textbook followers or textbook adapters?- The role of the learnersAre they textbook consumers or textbook users?

Criteria

• Correspond to learners’ needs• Equip students for real use of L2• Facilitate learning process• Mediate between L2 and learners

THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM (Richards,

2012)

As teachers use materials, they adapt and transform them to suit the needs of particular groups of learners and their own teaching styles. These processes of transformation are at the heart of teaching and enable good teachers to create effective lessons out of the resources they make use of. It is useful therefore to collect information on how teachers use course books and other teaching materials in their teaching (p. 5).

TEXTBOOK ADAPTATION TEXTBOOK MONITORING

• Content modification• Content addition or deletion• Content reorganization• Omission addressing• Task modification• Task extension

• Observation• Feedback sessions• Written reports• Reviews• Students’ reviews

Designing textbooks for modern languages: the ELT experience

(Bolitho, 2003)Step Description The preparatory phase

InitiationA gap in the market or a new opportunity (publishing houses)Material development based on classroom practice (authors)A reform project (ministry of education)

Needs and constrains identificationReasons for dissatisfactionCurriculum and examination requirementsCommunicative perspectivesTeaching and learning traditions

Author selection and trainingTeachers as authors vs. scholars as authorsTeacher-authors work in teams Author training include components such as materials evaluation, syllabus design, teaching Methodology, testing and evaluation.

Designing textbooks for modern languages: the ELT experience

(Bolitho, 2003)Step Description The writing phase Requirements/expectations

Target usersPackage as a wholeSyllabus and methodologyBudget and deadlines

Hanging in there Keep working through the highs and lows of the process of writing

Regular meetingsAuthors checking with consultants, project managers, publishers’ representatives.

Piloting samplesA cross-section of target schools

Generic features of good course booksAppropriate contentOffer of choices Language with world relevance and authenticity, etc.

Designing textbooks for modern languages: the ELT experience

(Bolitho, 2003)

Step Description The post writing phase

Promotion of textbooksAuthors are in demand as conference presenters,workshop leaders, and often, trainers.

Evaluation and feedbackinform revisions of existing material and planning for new publishing projects.

References

• Bolitho, R. (2003). Designing Textbooks for Modern Languages: The ELT Experience. Retrieved from https://www.llas.ac.uk/resources/gpg/1470

• Richards, J. (2012). The role of textbooks in a language program. Retrieved from http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf