This document discusses textbook selection and evaluation for English language teaching programs. It outlines several factors to consider when selecting a textbook, including examining program objectives and ensuring the textbook matches learner needs and skill level. The document also differentiates between predictive and retrospective evaluation methods. Predictive evaluation involves deciding on suitable materials in advance while retrospective evaluation examines how effective materials were after use. Key criteria for textbook selection and evaluation include task appropriateness, cultural suitability, difficulty level, and opportunities for student cooperation and engagement.

1. UNIVERSITY OF CALDAS
MASTER IN ENGLISH LANGUAGE TEACHING
Yamith José Fandiño
teacheryamith@gmail.com
October, 2015

2. Introduction

3. 1. Textbook selection
(Garinger, 2002).
 Demands for textbooks grow while
publishing industry responds with new
series.
 Selection approach affected either by
personal preferences or unrelated
pedagogical factors (budget, availability,
etc.)
 A need for a practical and straightforward
method that helps analyze options
according to program issues, from broad
(e.g. goals and curriculum) to specific (e.g.
exercises and activities).

4. Matching the textbook to the
program/course
 Examine program/course thoroughly.
 Opt for a textbook series or individual
texts = content and approach
standardization.
 Compare textbook objectives and
program/course objectives.
 Identify textbook appropriateness
according to intended learners.

5. Reviewing the skills presented in
the textbook
• Effectiveness to help learners acquire
necessary skills.
- Does the text focus on the skills it claims
to focus on? (Progress and guidance)
- Does it teach the skills or does it merely
provide practice? (Content validation)
• Coverage of other important skills such
as analysis, synthesis, and evaluation.

6. Reviewing exercises and
activities in the textbook
 Real contribution to learners’ language
acquisition (Practice and extended
language skills)
 Balanced format with controlled and free
practice.
 Progression through the textbook
(Reinforcement and complexity demand)
 Variety and challenge (Stimulus for
communication)

7. 2. Selecting a coursebook: theory and
practice (Tsiplakides, 2011)
…at a time when “the ELT market is inundated with state-of-the-art coursebooks
teaching modern-day English” (Illes, 2009, p. 145), English teachers often have a
difficult time selecting an appropriate coursebook that will suit the needs of their
students and is in accordance with the curriculum. Researchers have supported the
view that “the selection of a coursebook signals an executive educational decision
in which there is considerable professional, financial and even political investment”
(Sheldon, 1988, p. 237).
Why do we need
coursebooks?
What advantages do
coursebooks have?
What disadvantages do
coursebooks have?

8. Reasons, advantages, and
disadvantages
…at a time when “the ELT market is inundated with state-of-the-art coursebooks
teaching modern-day English” (Illes, 2009, p. 145), English teachers often have a
difficult time selecting an appropriate coursebook that will suit the needs of their
students and is in accordance with the curriculum. Researchers have supported the
view that “the selection of a coursebook signals an executive educational decision
in which there is considerable professional, financial and even political investment”
(Sheldon, 1988, p. 237).
Why do we need
coursebooks?
What advantages do
coursebooks have?
What disadvantages do
coursebooks have?
• Presentation material
• A source of activities
• A reference source
• A syllabus
• Self-learning or self-
access work
• Support for less
experienced Ts
• Psychologically
indispensable for Ss
• Credibility for Ss
• Sensitive to Ss’ needs
• Resource for self-
directed learning
• Structure and syllabus
• Not flexible and usually
author biased
• Social and cultural biases
• Contrived and artificial
• Prevent teachers’ creativity
• T’s role is undermined.

9. Types of evaluation
Selecting a suitable coursebook is not a straightforward process, as “selecting a
suitable coursebook is not a simple task” (Chambers, 1997, p. 29). In the process of
evaluating teaching material there are some pedagogical factors to be considered
such as “suitability for the age group, cultural appropriateness, methodology, level
quality, number and type of exercises, skills, teacher's book, variety, pace, personal
involvement, and problem solving” (Chambers,1997, p. 29-30).
Predictive evaluation Retrospective evaluation

10. Types of evaluation
Predictive evaluation Retrospective evaluation
• Deciding what materials to
use.
• Ts take into consideration
available materials, ad then they
determine which are best suited
to their purposes
• Two ways:
1. Evaluations and assessment
conducted by experienced
researchers and educators.
2. Ts carry out their own
evaluation.
• A set of criteria for evaluating
Assist Ts conduct evaluation in a
systematic way.
• Examine materials that have actually been used.
• Ts decide whether a specific coursebook is worth
using again, or if a new one has to be used.
• Two ways:
1. Impressionistic evaluation: Ts assess the benefit of
activities and materials top make a summative judgment
at the end of the course.
2. Empirical evaluation and micro-evaluation: A systematic
and overall assessment of tasks.
- Do the tasks contribute to the Ss’ language acquisition?
- Are the activities balanced?
- Do activities progress based on what Ss have already
learned?
- Are the activities challenging and varied?

11. Task or material omission or
modification
An essential skill for teachers is to be able to adapt the coursebooks they use in
their classrooms so as to cater for their students’ level of language development,
and to address weaknesses of the coursebooks (p. 761).
Types Task or material omission or modification
• Modification of the content
• Addition or deletion
• Dealing with omissions
• Modification and alteration
of language tasks and
activities
a) Learners are already familiar.
b) Too many tasks on a specific area.
c) The item/area is not a priority.
d) The item/task is not well designed.
e) The topic is not appropriate for the learners.
f) Texts are of inappropriate length (e.g. too long)
g) Materials are inappropriate for the aims.
h) Materials are inappropriate for the Ss.
i) Materials are unclear, confusing, or misleading.

12. Some criteria or principles
TEXTBOOK SELECTION
• Some criteria/principles
- Is task design appropriate for the Ss?
- Are tasks and texts culturally suitable for the Ss?
- Is there a match between the difficulty level of the coursebook and
students‟ linguistic ability.
- Is the coursebook is well designed?
• Include authentic texts, which provide students with motivation and
engagement.
• Provide opportunities for Ss to cooperate with others, engaging in project
work and social, cooperative skills, and group cohesiveness .

13. References
• Garinger, D. (2002). Textbook selection for the ESL classroom.
Washington DC: ERIC digest. EDO-FL-02-10.
• Tpsilakides, I. (2011). Selecting an English coursebook: Theory and
practice. Theory and practice in language studies, 1(7), 758-764.