Textbooks in the EFL classroom:  defining, assessing and analyzing

Biljana B. Radić Bojanić; Jagoda P. Topalov

doi:10.5937/zrffp46-12094

Biljana B. Radić Bojanić University of Novi Sad, Faculty of Philosophy
Jagoda P. Topalov University of Novi Sad, Faculty of Philosophy

DOI: https://doi.org/10.5937/zrffp46-12094

Abstract

The aim of this paper is to define textbooks, analyze their advantages and disadvantages and to explicate the process of textbook selection and reasons for analyzing textbooks. The paper describes two reasons for performing a textbook analysis: evaluating for potential and evaluating for suitability, and further states various processes of textbook content analysis including the analysis of the stated aims and objectives, learner needs, their abilities and preferences, as well as the establishment of criteria in relation to previously set objectives. The paper concludes by stating that the task that teachers are faced with when selecting and evaluating textbooks is not that is an easy one, but it is crucial. With the assistance of clear guidelines and detailed criteria, they should be able to make an informed decision and choose a textbook that is most suitable for the requirements of their specific classroom context.

References

Aliakbari, M. (2004). The place of culture in the Iranian textbooks in high school level. The Linguistic Journal 1, 1-14.

Allwright, R. (1981).What do we want teaching materials for? ELT Journal 36 (1), 5-18.

Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal 47 (2), 136-143.

Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. White Plains, NY: Longman.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Byrd, P. (2001). “Textbooks: evaluation for selection and analysis for implementation”. In: M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 415-427). Boston: Heinle and Heinle.

Carrell, D., & J. Korwitz. (1994). “Using concordancing techniques to study gender stereotyping in ELT textbooks”. In: J. Sunderland (ed.), Exploring Gender: Questions and Implications for English Language Education (pp. 73-82). Hemel Hempstead: Prentice Hall.

Cathcart, R. (1989). Authentic discourse and the survival English curriculum. TESOL Quarterly 23, 105-126.

Clarke, J., & M. Clarke. (1990). “Stereotyping in TESOL materials”. In: B. Harrison (ed.), Culture and the Language Classroom (pp. 31-44). Hong Kong: Modern English Publications/British Council.

Cortazzi, M., & Jin, L. (1999). “Cultural mirrors materials and methods in the EFL classroom”. In: E. Hinkel (ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cambridge University Press.

Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials. Oxford: Heinemann Publishers Ltd.

Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan Heinemann ELT.

Dignen, S. (ed.) (2000). Longman business English dictionary. Harlow: Pearson Education Limited.

Eisner, E. (1987). Why the textbook influences curriculum. Curriculum Review 26 (3), 11-13.

Florent, J., & Walter, C. (1989). A better role for women in TEFL. ELT Journal 43 (3), 180-184.

Frankael, J. (1996). How to design and evaluate research in education. New York: McGraw Hill, Inc.

Graves, K. (2000). Designing language courses. Boston: Heinle & Heinle Publishers.

Harmer, J. (1991). The practice of English language teaching. London: Longman.

Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal 48 (4), 315-328.

Hutchinson, T., & Gault, J. (2009). Project 5: Teacher’s book (3rd ed.). Oxford: Oxford University Press.

Inal, B. (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Journal of Arts and Sciences 5 (5), 19-29.

Joiner, E. G. (1974). Evaluating the cultural content of foreign language texts. The Modern Language Journal 48 (5), 242-244.

Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10 (12). Retrieved from http://iteslj.org/Techniques/Kilickaya-CulturalContent/ (26 Sept 2016)

Litz, D. R. A. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal, 1-53.

Hornby, A. S., Wehmeier, S., & Ashby, M. (eds.). (2000). Oxford Advanced Learner’s Dictionary of Current English (6th ed.). Oxford: Oxford University Press.

O’Neill, R. (1982). Why use textbooks? ELT Journal 36 (2), 104-111.

Perez-Sanchez, I. (2011). The importance of culture when learning the English language through the Upstream Intermediate textbook. Licenciatura en Lengua Inglesa, Language Department, Universidad Veracruzana, Veracruz, Mexico.

Porreca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly 18 (4), 705-724.

Prodromou, L. (1988). English as cultural action. ELT Journal 42 (2), 73-83.

Renner, C. (1997). Women are ‘busy, tall, and beautiful’: looking at sexism in EFL materials. Annual Meeting of the Teachers of English to Speakers of Other Languages. Orlando Fl., March 11-15. Retrieved from http://files.eric.ed.gov/fulltext/ED411670.pdf (26 Sept 2016)

Saville-Troike, M. (1982). The ethnography of communication: an introduction. Oxford: Basic Blackwell.

Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal 42(2), 237-246.

Skierso, A. (1991). “Textbook selection and evaluation”. In: M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 432-453). Boston: Heinle and Heinle.

Skopinskaja, L. (2003). “The role of culture in foreign language teaching materials: An evaluation from an intercultural perspective”. In: I. Lázár (ed.), Incorporating intercultural communicative competence in language teacher education (pp. 39-68). European Centre for Modern Languages, Council of Europe Publishing. Retrieved from: http://archive.ecml.at/documents/pub123bE2003_Lazar.pdf (26 Sept 2016)

Yen, Y. Y. (2000). Identity issues in EFL and ESL textbooks: A sociocultural perspective. PhD dissertation. Ohio State University, Columbus Department of Philosophy.

Закон о уџбеницима и другим наставним средствима. (2015). Retrieved from http://www.mpn.gov.rs/wp-content/uploads/2015/08/Закон-о-уџбеницима.pdf (26 Sept 2016)