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 Is A Global Course Book The Answer?
 

Is A Global Course Book The Answer?

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Presentation by Richard Boggs at the ELT conference/Khartoum University and British Council/1-3 March 2010

Presentation by Richard Boggs at the ELT conference/Khartoum University and British Council/1-3 March 2010

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     Is A Global Course Book The Answer? Is A Global Course Book The Answer? Presentation Transcript

    • IS A GLOBAL COURSE BOOK THE ANSWER? RICHARD BOGGS BRITISH COUNCIL SUDAN
    • Global course book appropriacy: what do Khartoum Ts think?
      • Would adopting global course books assist or impede language learning in Khartoum?
      • Survey – 32 participants TKT course
    • Survey: use of global course book
      • I use a global course book for my General English classes:
      • a) usually;
      • b) sometimes;
      • c) never.
    • Survey: patterns of interaction
      • My general English classes tend to be:
      • a) like a lecture;
      • b) learners doing pairwork and group work activities;
      • c) learners working individually on an activity.
    • Survey: skills
      • The skills practised on a specific day are determined by:
      • a) the global course book;
      • b) what I want to do that day;
      • c) what the learners say they want to do.
    • Teaching without a coursebook Problems
      • Language classes as lectures
      • When there is no course book:
      • how is the course structured?
      • how is the lesson structured?
    • Solution - Global course books?
      • Variety of interaction patterns
      • Ready made syllabus?
      • Stages with variety of activities
      • Balancing of skills
      • But how does T monitor 50 chatting pairs?
    • Survey: cultural appropriacy and relevance?
      • I think global course books tend to be:
      • a) culturally appropriate and relevant to learners’ interests;
      • b) culturally inappropriate and irrelevant to learners’ interests;
      • c) to some extent culturally appropriate and relevant.
    • Survey: adopting a global course book
      • Adopting global course books in third level institutions would:
      • a) increase learner motivation and bring a variety of activities to the English classroom;
      • b) reduce creativity and demotivate learners of English;
      • c) make little difference
    • In favour of course books
      • Support for the less experienced teacher
      • Give structure to learning
      • Teacher and learner know where they are
      • Orderly presentation of structures
      • Measured
      • Sense of progress
      • Balance of skills
    • Global course books: the issue
      • Can something produced for the ‘North’ market (Europe, USA) be right for the ‘South’?
    • BANA METHODOLOGIES
      • Global course books reflect EFL methodology
      • developed in private language schools in UK and US and Australia.
    • ‘ North’ learning set-up
      • Multi-lingual
      • Small classes
      • Native speaker teacher
      • L1 languages not an option
    • ‘ South’ learning set-up
      • Primarily mono-lingual
      • Large classes
      • Lecture room with fixed rows of furniture
      • L1 very much an option
      • Lecturer and learners share common L1?
    • Cultural imperialism?
      • Key assumption: BANA methodologies can be exported to other cultures
      • What’s right for a private language school in UK is right for Sudan’s universities.
    • Cultural imperialism?
      • State institutions in the South:
      • ‘… . recipients of a BANA technology that originates elsewhere’
      • ‘… .. no stake in its development’
      • ‘… .. a one-way technology transfer’
      • Adrian Holliday
      • Adrian Holliday ‘The house of TESP and the communicative approach: the special needs of state English language education’ ELT Journal Volume 48/1 January 1994 OUP 1994
    • Global course book and culture
      • Eurocentric
      • Adolescent learners
      • Celebrity focus
      • Assumed familiarity with cultural icons
      • Blandness of topics
    • Beliefs about language learning exemplified by global course books
      • We learn by exposure to neat little sanitised chunks of language
      • Texts should be written specifically for the language learner
    • Course book texts
      • Created, not found
      • Exist to exhibit grammatical structures
      • ‘ Course book texts – because they are in fact pretexts for packaging the structure of the day – are dead on the page’.
      • Scott Thornbury and Luke Meddings, ‘ The Roaring in the Chimney ’, HLT Year 3 issue 5
    • THE COURSE BOOK WORLD
      • sanitized people: glamorous consumer-oriented models
      • models posing as real people
      • sanitized language: manufactured for the course book
      • false language posing as real language
    • Some alternative beliefs about language learning
      • Most language learning takes place outside the classroom
      • The teacher’s task is to assist the learner in developing strategies to cope with ‘real-world’ texts and tasks
      • Can the unreal world of the global course book help learners develop such strategies?
    • Conclusion
      • Two cheers for global course books?