Your SlideShare is downloading. ×
0
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Textbook evaluation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Textbook evaluation

9,378

Published on

Published in: Education
1 Comment
3 Likes
Statistics
Notes
  • well done! thank you!
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
9,378
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
508
Comments
1
Likes
3
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Evaluating textbooks and materials By Porntip Bodeepongse
  • 2. Role and purpose of a course book in the past <ul><li>As the curriculum instead of a reference </li></ul><ul><li>As an end product, not a starting </li></ul><ul><li>point </li></ul><ul><li>**It should be a route map for a </li></ul><ul><li>course. </li></ul>
  • 3. Cunningworth (1995:7) <ul><li>states the roles of coursebooks in ELT as: </li></ul><ul><li>a resource for presentation material </li></ul><ul><li>a source of activities for learner practice and communicative interaction </li></ul><ul><li>a reference source </li></ul><ul><li>a syllabus </li></ul><ul><li>a resource for self-access work </li></ul><ul><li>a support for less experienced teachers </li></ul>
  • 4. 3 options for teachers (Ansary & Babari, 2002) <ul><li>Teachers need and use textbooks. </li></ul><ul><li>Teachers do not need and use textbooks. They produce their own materials. </li></ul><ul><li>Teachers select a textbook and supplement some other materials to perfect it. </li></ul>
  • 5. Why teachers use textbooks: <ul><li>Extremely difficult to develop materials </li></ul><ul><li>Time-consuming and demanding process to develop new materials </li></ul><ul><li>Teachers have limited time. </li></ul><ul><li>Textbooks lessen preparation time, provide ready-made activities and provide concrete samples of classroom progress through which external stakeholders can be satisfied. </li></ul>
  • 6. Arguments for using textbooks <ul><li>Framework that regulates and times the program </li></ul><ul><li>For Ss, no textbook = no purpose and learning is not taken seriously </li></ul><ul><li>A textbook can serve as a syllabus. </li></ul><ul><li>Provides ready-made teaching texts and learning tasks </li></ul><ul><li>Without a book= out of focus & Ts-dependent </li></ul><ul><li>Security, guidance and support </li></ul>
  • 7. Problems <ul><li>Teachers are not properly trained on how to choose, adapt, evaluate and use their coursebooks. </li></ul><ul><li>Curricula has not met with the practical needs in the classroom. </li></ul><ul><li>Students have little or no role or involvement in book selection process. </li></ul>
  • 8. Cunningworth (1984:6) <ul><li>“ No course book will totally be suited to a particular teaching situation. The teacher will have to find his own way of using it and adapting it if necessary. So we should not be looking for the perfect course book which meets all our requirements, but rather for the best possible fit what the book offers and what we as teachers and students need.” </li></ul>
  • 9. Things to take into consideration: <ul><li>objectives, goals, methods and approaches of the language program </li></ul><ul><li>teachers’ background </li></ul><ul><li>teaching styles </li></ul><ul><li>students’ needs </li></ul><ul><li>students’ learning preferences/ styles </li></ul>
  • 10. Method of evaluation <ul><li>Hartley (1994:163) addresses 3 content areas to be checked: </li></ul><ul><ul><li>Does the book meet the teaching objectives? </li></ul></ul><ul><ul><li>Is there sufficient depth and breadth of material? </li></ul></ul><ul><ul><li>Will it need to be supplemented? </li></ul></ul>
  • 11. Using a checklist <ul><li>Factors to be considered: </li></ul><ul><li>(Garinger, 2001.“Textbook Evaluation”. TEFL Web Journal.) </li></ul><ul><li>Practical considerations </li></ul><ul><ul><li>Availability and value </li></ul></ul><ul><ul><li>Layout/ physical characteristics </li></ul></ul><ul><ul><li>Cultural component </li></ul></ul>
  • 12. Using a checklist (cont.) <ul><li>Language related considerations </li></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Language </li></ul></ul><ul><ul><li>Exercises </li></ul></ul><ul><ul><li>User definition </li></ul></ul>
  • 13. Sheldon’s criteria <ul><ul><li>Rationale </li></ul></ul><ul><ul><li>Availability </li></ul></ul><ul><ul><li>User definition </li></ul></ul><ul><ul><li>Layout/ graphic </li></ul></ul><ul><ul><li>Accessibility </li></ul></ul><ul><ul><li>Linkage </li></ul></ul><ul><ul><li>Selection/grading </li></ul></ul><ul><ul><li>Physical characteristics </li></ul></ul>
  • 14. Sheldon’s criteria (1988) <ul><ul><li>appropriacy </li></ul></ul><ul><ul><li>Authenticity </li></ul></ul><ul><ul><li>Sufficiency </li></ul></ul><ul><ul><li>Cultural bias </li></ul></ul><ul><ul><li>Educational validity </li></ul></ul><ul><ul><li>Stimulus/ practice/ revision </li></ul></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><li>Guidance </li></ul></ul><ul><ul><li>Overall value for money </li></ul></ul>

×