Adapting A Language Textbook

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Adapting A Language Textbook

  1. 1. ADAPTING A TEXTBOOK Just as a piano does not play music, a textbook does not teach language. The textbook is a stimulus or instrument for teaching and learning.
  2. 2. R eflect a bout i t! <ul><li>I plan my lessons to respond to my learners´ needs, so I never use a textbook. </li></ul><ul><li>I always plan my lessons following the suggestions in the teacher´s book. </li></ul><ul><li>I use all the materials in every unit in the order given in the book. </li></ul><ul><li>I use a textbook, but I change most of it so that learners don´t get bored. </li></ul><ul><li>I have got a good textbook and have not got time to adapt any of it. </li></ul>
  3. 3. A dvantages of U sing a T extbook <ul><li>It provides: </li></ul><ul><li>A syllabus for the course. </li></ul><ul><li>Security for the students. </li></ul><ul><li>Sets of visuals, activities, readings. </li></ul><ul><li>Basis for assessing students’ </li></ul><ul><li>learning. </li></ul><ul><li>Consistency with a program across </li></ul><ul><li>a given level. </li></ul><ul><li>Supporting materials. </li></ul>
  4. 4. D isadvantages of U sing a T extbook <ul><li>The content may not be relevant- right level </li></ul><ul><li>There may be too much focus on specific aspects of language and not enough focus on others. </li></ul><ul><li>It may not include everything. </li></ul><ul><li>There may not be the right mix of activities. </li></ul><ul><li>The sequence is lockstep. </li></ul><ul><li>The material may go out of date. </li></ul><ul><li>The timetible is unrealistic. </li></ul>
  5. 5. S tarting P oints <ul><li>Own experience, beliefs and </li></ul><ul><li>undestandings </li></ul><ul><li>Needs analysis- Class Profile </li></ul><ul><li>Goals and objectives </li></ul><ul><li>Context requirenments </li></ul><ul><li>Adapt a textbook by: Changing, supplementing, eliminating and resequencing material. </li></ul>
  6. 6. F acets to U nderstanding H ow to U se a T extbook <ul><li>The textbook itself: “getting inside it”- what are you adapting or supplementing. </li></ul><ul><li>Conceptualizing content: language, learning and social context. </li></ul><ul><li>Formulating goals and objectives </li></ul><ul><li>Organizing the course </li></ul><ul><li>2. Everything other than the textbook: context, students, teacher-What are you adapting it to. </li></ul>
  7. 7. A R ange of C hoices with R espect to A dopting a T extbook <ul><li>The activity level: Change, supplement, eliminate material. </li></ul><ul><li>The unit level: Change the order of the activities and adapt existing ones. </li></ul><ul><li>The book/syllabus level: Change, add </li></ul><ul><li>new areas or eliminate parts of the </li></ul><ul><li>syllabus. </li></ul>
  8. 8. T he C ycle of T extbook A daptation <ul><li>Stage 1 </li></ul><ul><li>Planning how to </li></ul><ul><li>teach with the text </li></ul><ul><li>Stage 3 </li></ul><ul><li>Replanning how to </li></ul><ul><li>teach </li></ul>Ongoing assesment and decision making Stage 4 Reteaching Stage 2 Teaching with the text

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