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Developing criteria for
textbook evaluation
David Williams
Scheme for evaluation
4 basic assumptions:
Up-to-date methodology
Guidance for non-native speakers of
English
Needs of ...
1. Up-to-date methodology
 The ESL textbook should be consistent
with the psychological and linguistic
principles underly...
2. Guidance for non-native
teachers
Provide appropriate guidance so that
novice teachers have no doubt on the
procedures ...
3. Needs of 2nd language
learners
Textbook must suits multilingual setting.
Distinction has to be made between
English a...
4. Relevance to the sociocultural environment
2nd language problems in learning vocab
and syntax arise from differences b...
Checklist for items
1. Give introductory guidance on the
presentation of language items and
skills (GENERAL)

2. Suggest a...
3. Offer meaningful situations and a variety
of techniques for teaching
structural units (GRAMMAR)
4. Distinguish the diff...
5. Provide guidance on the initial
presentation of passages for reading
comprehension (READING)
6. Demonstrate the various...
 Weighting can be indicated by numbers
or letters (e.g. A: very useful; B: quite
useful; C: fairly useful; D: not so usef...
 The evaluation of a primary textbook
would emphasize technical criteria- Choice
of typeface, colorful illustrations, and...
Notes on sample checklist (see Appendix}
The scheme used for generating
evaluative criteria is capable of producing
a gre...
The numerical ratings in the right-hand
columns can be used for evaluating and
comparing individual textbooks, or
textboo...
CRITERIA FOR TEXTBOOK EVALUATION
CRITERIA FOR TEXTBOOK EVALUATION
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CRITERIA FOR TEXTBOOK EVALUATION

  1. 1. Developing criteria for textbook evaluation David Williams
  2. 2. Scheme for evaluation 4 basic assumptions: Up-to-date methodology Guidance for non-native speakers of English Needs of learners Relevance to socio-cultural environments
  3. 3. 1. Up-to-date methodology  The ESL textbook should be consistent with the psychological and linguistic principles underlying current and accepted methods of 2nd language teaching.
  4. 4. 2. Guidance for non-native teachers Provide appropriate guidance so that novice teachers have no doubt on the procedures proposed by the textbook.
  5. 5. 3. Needs of 2nd language learners Textbook must suits multilingual setting. Distinction has to be made between English as a subject and English as a medium of instruction.
  6. 6. 4. Relevance to the sociocultural environment 2nd language problems in learning vocab and syntax arise from differences between the cultures associated with the target language & the mother tongue.
  7. 7. Checklist for items 1. Give introductory guidance on the presentation of language items and skills (GENERAL) 2. Suggest aids for the teaching of pronunciation: e.g. phonetic system (SPEECH)
  8. 8. 3. Offer meaningful situations and a variety of techniques for teaching structural units (GRAMMAR) 4. Distinguish the different purposes and skills involved in the teaching of vocabulary (VOCABULARY)
  9. 9. 5. Provide guidance on the initial presentation of passages for reading comprehension (READING) 6. Demonstrate the various devices for controlling and guiding content and expression in composition exercises (WRITING) 7. Contain appropriate pictures, diagrams, tables, etc. (TECHNICAL).
  10. 10.  Weighting can be indicated by numbers or letters (e.g. A: very useful; B: quite useful; C: fairly useful; D: not so useful).  The weighting of individual items or groups of items depends upon the level of the pupils (primary or secondary) and the objectives of the curriculum. 
  11. 11.  The evaluation of a primary textbook would emphasize technical criteria- Choice of typeface, colorful illustrations, and die use of aids like workbooks.  Textbooks should provide balanced and systematic training in all language skills.
  12. 12. Notes on sample checklist (see Appendix} The scheme used for generating evaluative criteria is capable of producing a great many more items than those included in this sample checklist. Numerical values can be used in the lefthand column for weighting items according to their usefulness in a particular secondlanguage context, or at a particular educational level.
  13. 13. The numerical ratings in the right-hand columns can be used for evaluating and comparing individual textbooks, or textbooks considered as a series. Sets of criteria can be evolved for comparative evaluations by multiplying the weighting of each item by the rating on each item.
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DEVELOPING CRITERIA FOR TEXTBOOK EVALUATION

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