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• Adaptation

• Evaluation

• Curriculum

• Syllabus

• Grading

• Textbooks

• Recycling

Work in groups of 4 and discuss how you understand these terms.

(5 minutes)

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TEXTBOOK EVALUATION, USE

AND ADAPTATION

TOPIC 1

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Objectives

1. What is the role of textbooks in a language

program?

2. Why do teachers need to evaluate and

adapt textbooks?

3. How do teachers evaluate textbooks?

4. How do teachers adapt textbooks?

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• Textbook

• Course book

• School book

All the materials in a course book

package that we use in the

classroom to present and

practise language, and to

develop learners’ language

skills.

Spratt, M. et al (2006). The Teaching Knowledge Test Course. Cambridge: CUP.

5

• Textbook

• Course book

• School book

All the materials in a course book

package that we use in the

classroom to present and

practise language, and to

develop learners’ language

skills.

Teacher’s book + Audio/ Video recordings +

Workbook/ Activity book + Mini dictionary +

extra materials on a website, etc.

Spratt, M. et al (2006). The Teaching Knowledge Test Course. Cambridge: CUP.

6

I. Role of textbook in a language program?

Work in pairs/ groups with your friends.

– What do you see as the benefits and limitations of

using a textbook?

– Give examples to illustrate your points

(10 minutes)

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Benefits of using textbooks

• They provide structure and syllabus for a

program

• They help standardize instruction

• They maintain quality

• They provide a variety of learning resources

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Benefits of using textbooks

• They are efficient

• They can provide effective language model and

input

• They can train teachers

• They are visually appealing

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Hutchinson and Torres (1994):

"The textbook is an almost universal element of [English

language] teaching. Millions of copies are sold every

year, and numerous aid projects have been set up to

produce them in [various] countries…No teaching-

learning situation, it seems, is complete until it has its

relevant textbook. " (p.315).

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Negative effects of using textbooks

• They may contain inauthentic language

• They may distort content

• They may not reflect students’ needs

• They can deskill teachers

• They are expensive

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II. Why do teachers need to evaluate

and adapt textbooks?

• The rapid ELT development more and more

textbooks have made their way to the market.

Choosing the right textbook is becoming more

and more important at all levels of ELT in schools.

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Although most classroom teachers will not be

involved in the production of textbooks, all teachers

have the responsibility for textbook evaluation,

selection and adaptation.

Need analysis

( Questionnaires/ Interviews/ Diagnostic tests)

Class profileSelect the textbook/ material

Learner’s level, language needs and interests, etc.

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III. Evaluating textbooks

• Aims and Curriculum Fit

• Design and organization

• Language content

• Skills

• Topic

• Methodology

• Teacher’s books

• Practical consideration

YES NO

USE ITREPLACE IT

ADAPT IT

WHAT TO CHECK IN A TEXTBOOK?

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III. Evaluating textbooks

• Aims

• Content and Balance

• Topics

• Methodology

• Activities

• Texts

• Support

WHAT TO CHECK IN A UNIT?

USE IT

ADAPT IT

•Aims

•Topics

•Texts

•Visuals, Guidelines,

Explanations

•Exercises, Activities,

Tasks, Games, Quizzes

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IV. Adapting textbooks

1.omission: the teacher leaves out things deemed

inappropriate, offensive, unproductive, etc., for the

particular group.

2.addition: where there seems to be inadequate coverage,

teachers may decide to add to textbooks, either in the

form of texts or exercise material.

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3.reduction: where the teacher shortens an activity to give it

less weight or emphasis.

4.extension: where an activity is lengthened in order to give it

an additional dimension. (For example, a vocabulary activity

is extended to draw attention to some syntactic patterning.)

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5.rewriting/modification: teacher may occasionally decide to

rewrite material, especially exercise material, to make it

more appropriate, more “communicative”, more

demanding, more accessible to their students, etc.

6.replacement: text or exercise material which is considered

inadequate, for whatever reason, may be replaced by more

suitable material. This is often culled from other resource

materials.

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7.re-ordering: teachers may decide that the order in which the

textbooks are presented is not suitable for their students.

They can then decide to plot a different course through the

textbooks from the one the writer has laid down.

8.branching: teachers may decide to add options to the

existing activity or to suggest alternative pathways through

the activities. (For example, an experiential route or an

analytical route.)

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IV. Adapting textbooks

Task 3 (p. 11)

Examine New English 10 standard textbook, Unit 1: A

day in life of …, Reading, and compare it with the

skeleton lesson plan. Find and mark on the lesson plan

the things that have been added, changed, replaced or

removed.

Pair work. 10 minutes.

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III. Adapting textbooks

• Work in groups

– Choose a unit from English 10 course book.

– In what way (s) will you need to adapt the material?

(10 minutes)

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REFLECTION

Think about these comments from teachers. Which do

you agree with and why?

1. I plan my lessons to respond to my learners’ needs, so I never use a

course book.

2. I always plan my lessons following the suggestions in the teachers’

book.

3. I use all the materials in every unit in the order given in the book.

4. I use a course book, but I change most of it so that learners don’t

get bored.

5. I’ve got a good course book and I haven’t got time to adapt any of it.

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V. Conclusion

1- Firstly, teachers need to have the authority to

evaluate, select and adapt textbooks.

• In many cases, teachers are simply told to use a certain

textbook.

• In worse circumstances, teachers are told how to use a

book.

• Some teachers are even criticized for intentionally

leaving out activities that they do not consider

appropriate or necessary.

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2- Secondly, teachers have to have the initiative to

evaluate, select and adapt textbooks.

– Very often, with a heavy workload, teachers simply do not have the

time or energy to do anything beyond lesson planning and marking

students’ homework.

– Without ex plicit encouragement from authorities, many teachers do

not make an effort to evaluate and adapt textbooks.

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3- Thirdly, teachers need to know how to evaluate,

select and adapt textbooks.

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References

• Hutchinson, T. & Torres, E. (1994). 'The Textbook as Agent of Change'. ELT Journal. 48/4.

• Spratt, M. et al (2006). The Teaching Knowledge Test Course. Cambridge: CUP.

• To,T.T.H. & Nguyen, T.T.M (2008). ELT Methodology III- Language Assessment and ELT Material Development.

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THANK YOU

FOR YOUR ATTENTION!