This document discusses frameworks and processes for selecting textbooks. It begins by outlining common considerations in textbook selection, such as cost, content, and relevance. It then reviews different evaluation approaches, including checklists and task analysis. A proposed framework is presented involving an initial screening of books, identifying essential criteria, analyzing sample tasks, and comparing to course objectives. Checklists from various sources are also examined. The document concludes that while no single approach is best, a thorough process can help avoid poor textbook choices.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact a.chambers@unsw.edu.au
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Competently Brought to Life - Bringing The Competency Framework for EAP Teach...Steve Kirk
This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development.
Session Summary:
Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008.
After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others.
The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way.
The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals.
Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
Abstract
Academic writing in English, especially construction of successful or effective academic papers, at a graduate level can be extremely demanding. Writing effective research papers requires “a critical perspective… that questions and evaluates knowledge” (Hood, 2004a, p. 5). According to a recent study in 2009/10, MA students in the Department of English at Hong Kong Polytechnic University expressed concerns about the challenges of writing research papers. This motivated the present study which aims to support academic literacy and to help students be “adequately inducted into the expectations of their academic community” (Hood, 2004b, p. 24).
This focus in this study is on the lexico-grammatical features in the “successful” MA research-based papers graded B+ or above. Evaluation and persuasion were found to be some of the key factors in these successful papers. In orders to analyse persuasion we draw on ATTITUDE from the Appraisal System (Martin & White, 2005) as a framework to situation successful academic writing. We have data from 26 MA research-based papers. We identify expressions of ATTITUDE, either explicitly or implicitly coded, in the effective papers, and discuss the difference in distribution of the attitudinal values across the generic stages.
The aim of the study is to support the students’ needs in the requirement to successfully employ academic literacy, particularly expressions of evaluative stance through effective attitudinal lexical choices. We aim to shed light on what is meant by the term “critical thinking” in tertiary education. We will present an online pedagogic resource, with materials on staging, grammatical metaphor, information flow, etc., which has been developed as a result of the present study.
Keywords:
References
Hood, S. (2004a). Managing attitude in undergraduate academic writing: a focus on the introductions to research reports. In L.J. Ravelli & R.A. Ellis (Eds.), Analysing academic writing (pp. 24-44). London: Continuum.
Hood, S. (2004b). Appraising Research: Taking a stance in academic writing (Doctoral dissertation). University of Technology, Sydney.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing. London: Palgrave MacMillan.
Martin, J. & White, P.R.R. (2005). The Language of Evaluation: appraisal in English. London, Palgrave.
11. 1. Common
considerations
• Cost
• Amount of material
• Durability
• Supporting materials
• Relevance to s’s needs
• Level appropriateness
• Physical Attractiveness
12. 2. Processes used for
selecting textbooks
Discussion 1:
Discuss the questions together
1. Which books do you use in your program?
Why?
2. What is the process for selecting a new
book where you work?
3. Which criteria are essential when
choosing a textbook? Which are nice to
have, but not necessary?
13. Reasons:
1. Which books do
you use in your •Boss’ choice?
program? Why?
•If it ain’t broke…
2. What is the •Give it a once-over
process for selecting
a new book where •Decision by Democracy
you work?
•Read the blurb
3. Which criteria are •Consider program goals +
essential when student needs
choosing a textbook? •Methodology
Which are nice to
have, but not •Tests
necessary? •Online supplement
14. 2. Processes used for
selecting textbooks
Approaches to Evaluation
Retrospective Evaluation—In-Use
Mukundan (2004) Proposes a triangulation
approach:
Too broad
1. Design and use checklists
a scope for this
workshop!
2. Digitize book and use concordance
software to determine patterns and
frequency of vocabulary
3.Keep reflective journals after class
19. 3. Checklists #3: Littlejohn (1998)
I WHAT IS THE LEARNER EXPECTED TO DO?
A TURN- TAKE
Initiate
Scripted Response
Not required
B FOCUS ON
Language system (rules or form)
Meaning
Meaning / system relationship
C MENTAL OPERATION
Decode Semantic Meaning
Select Information
• 35 Choices
Hypothesize
Retrive from LTM
Repeat Identically
Apply General Knowledge
• Task-by-Task
Research
Express own ideas/ information
II WHO WITH?
Learner to class
• What is the learner
Learners individually simultaneously
Learners in pairs or groups
III WITH WHAT CONTENT?
A FORM
expected to do?
a input to learners
Graphic
Oral words / phrases / sentences
Written words / phrases / sentences
• Who with?
Oral extended discourse
Written extended discourse
b expected output from learners
Oral words / phrases / sentences
• With what content?
Oral extended discourse
Written words / phrases / sentences
Written extended discourse
B SOURCE
Materials
Teacher
Learner
C NATURE
Personal Opinion
Non- Fiction
Fiction
Personal Information
Metalinguistic Knowledge
Linguistic items
28. 4. Framework
Step • Chose 4 books based on look and feel
1
• Essential Criteria
Step
• Narrowed down to 3
2
• Task analysis ofFirst Glance each (14-33 tasks)
• one unit
Step
• Similar themes
3
Step
4
• Compared results to course objectives
29.
30.
31. Course Objectives
1. Speak confidently, more fluently, and
accurately in business and in social
contexts
2. Clearly express ideas and opinions
verbally
3. Comprehend main ideas and specific
information of various types of aural texts
44. References
• Chambers, F. (1997) Seeking consensus in coursebook evaluation. ELT Journal. 5
1/1, 29-35.
• Cunningsworth, A. (1995), Choosing Your Coursebook. Oxford: Heinemann.
• Littlejohn, A. “The analysis of language teaching materials: inside the Trojan
Horse.” In Tomlinson, B. (ed.). (1998) Materials Development in Language
Teaching. Cambridge: Cambridge University Press. pp. 190-216.
• McGrath, I. (2002) Materials Evaluation and design for Language Teaching.
Edinburgh: Edinburgh University Press.
• Mukundan, J. 2004. A Composite Framework for ESL Textbook Evaluation.
Unpublished Doctoral Thesis, University Putra Malaysia, Serdang.
• Sheldon, L. (1988) Evaluating ELT textbooks and materials. ELT Journal, 42/4,
237-246.
Editor's Notes
I like the theme of the matrix because you have Neo, this ordinary guy, who tries his best but is frustrated because he’s not seeing results in his professional life. Before he meets Morpheus, he has no idea what lies outside the matrix—he doesn’t know how far down the rabbit hole goes. Today we are going to follow Neo on this journey, starting with the familiar: common considerations when choosing a textbook. After that we’ll go a little deeper and look at procedures used for selecting books.
We’ll just spend a few minutes looking at some checklists. This is the point where Neo can choose to stay in the Matrix or to follow Morpheus down the rabbit hole.After that We’ll spend slightly longer talking about the proposed framework. Finally,
We’ll emerge on the other side, and get some hands-on and practice using the framework to conduct a “mini” evaluation of two books.
The first area asks the question… This gives us insight into the types of teaching/learning activities, for example, speaking, listening, note taking, pronunciation, and so on.The second area tells us about the level and type of participation expected in class if we choose a certain textbook. This gives us an indication if the authors considered a task-based approach, communicative approach, cooperative language learning, or something else when designing the book.The third area looks at the topics the students will be using to learn English. It also tells us if the book is focused on productive or receptive skills enhancement.
There are 4 steps that I used to evaluate textbooks in our program. We’ll look at each of these individually, but I should mention that it is critical to have clearly defined your teaching situation before starting this procedure, especially with regard to time available for each course, what the objectives for each course are; the primary focus of that course, as well as student level and interests.
Fastest, and often the only step taken when choosing a new book. This is like when you see a book at a bookstore or online and just give it a once-over. The purpose of this step is to eliminate any books that your gut tells you are unsuitable. For example, if it is clear the target audience is high school students and you are teaching adults, you don’t need to consider a book any further.
This is where it’s important to have a clear understanding of your program needs. Since it is often the case that teachers in a given program will have slightly different views regarding the course, this step is best done with colleagues. Here we are asking “What is absolutely necessary for the book to have?” Try to narrow down your choices to three. More choices are fine, but you’ll be creating more work for yourself and your colleagues!
This step takes a fairly long time, since you’ll be doing this for each book under consideration. Best to take a morning or afternoon to do this with colleagues.It’s important that you don’t say “Well, the book asks the students to do this, but I will change the task to require that.” Since no two teachers are alike, you may end up having very different ideas about what each task asks the students to do. Therefore it’s best to strictly follow the instructions in the student’s book when conducting an analysis.
The descriptors listed on page 8 were added by Littlejohn himself when he conducted a task analysis of two books. You’ll notice on pages 9 to 12 there are many more tasks explanations listed. This is because different books have different task demands. Littlejohn’s worksheet or the worksheet I designed, page 13 is a good place to start, but if you notice that none of the descriptors relate to the book under analysis, you should find one that does relate and add that to the worksheet. I’ve got an excel file with a blank worksheet on my website.
This involves looking at the percentage of task requirements for each book and measuring those against what it is you want your learners to focus on in class and what the course objectives are. Common course objectives have an accuracy or a fluency-based focus. Or maybe you want to focus on reading and listening more than writing and speaking. The task analysis is designed to clearly distinguish between these types of items.
I chose 4 books based on my initial impression, a.k.a. a fuzzy evaluation. It was also necessary to determine if the book being used in our classrooms, interchange 2, met essential requirements.
As you can see, English Firsthand and Ventures did not pass the Essential Criteria check since there was not enough material in either book for our 90-hour course. Also, Ventures was better-suited for adults in an ESL context, rather than my situation.
Interchange did not really stand out in any of the tasks analyzed with regard to learning objectives. However if our course had a focus on writing as well as speaking (a more integrated approach to language learning), Interchange would have been the best choice since written output was much higher than the other two books. Interchange did have a slight advantage over the other two books when it came to aural input, but not significant enough in my opinion. However with regard to accuracy, it had the lowest percentage of tasks (14%) which required learners to pay attention to their own output, so it failed to meet our requirements in the end.Touchstone had surprisingly few tasks which asked learners to initiate discussion, and expected output was predominantly words or phrases. If our course goals were more form-focused, perhaps this book would have been the best choice.Top Notch was best-suited for the 1st course objective with regard to confidence, since it had the most tasks which asked learners to initiate discussion, and the fewest tasks which asked learners to respond passively. And it was also noticeable that this book had the highest percentage of tasks which asked learners to use previously learned structures or vocabulary. Finally with regard to the 1st objective, accuracy, learners were asked to take notice of grammatical structures in many more instances than the other two books.
Now imagine you are responsible for choosing a new book for this class. (page 15)
Imagine these two sets of tasks are from two books you are considering for this class. Assume these have passed your initial evaluation.2 Samples; 4 Tasks each This is necessarily a limited sample, but the objective here is to practice the process of task analysis. Read the tasks on page 16, complete the checklist on page 17. Then repeat for the next two pages.
Based on the course objectives, which “book” is most appropriate? (Littlejohn’s results pages 20, 21, and a comparison I did on page 22)
Now imagine you are responsible for choosing a new book for this class. (page 15)
I’d like to mention that if there is one thing I found in my research, the only thing that everyone agrees on is that there is no one-best method for evaluating textbooks. What I’ve tried to do today is to provide you with some ideas that you might be able to take back to your workplace, and to inspire you to go beyond choosing a book because “it looks good.” The rabbit hole goes much deeper than that!
I’d like to finish by saying that, while you may not be able to dodge bullets after going through this process,
Having a textbook that you can live with will be well worth the effort. And who knows? You might just be a hero to your students!