Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Is A Global Course Book The Answer?


Published on

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

Published in: Education
  • Be the first to comment

  • Be the first to like this

Is A Global Course Book The Answer?

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