Key Issues in Language Learning; the use of textbook in ESL/EFL classroom. Its advantages and limitations. Second part is the author's feedback on Super Minds Students Workbook.

1. TE60104
KEY ISSUES IN LANGUAGE LEARNING
ELNIE HENRY YAPOLAI
MP1812088T
MEd. TESL
FACULTY OF PSYCHOLOGY AND EDUCATION
UNIVERSITI MALAYSIA SABAH
INDIVIDUAL ASSIGNMENT

2. Contents
Part 1: Textbook in ESL/EFL
classroom
01
Part 2: Review on Super
Minds Book 1 textbook
02

3. Cambridge Dictionary: a book that contains
detailed information about a subject for people
who are studying that subject
published book specially designed to help
language learners their linguistic and
communicative abilities (Sheldon, 1987)
What are textbooks?

4. What are the advantages of textbooks?
TEACHERS
good textbooks
are excellent
teaching aids
enable teachers to
get more
organized in their
class lessons
written and designed
by experts .
helpful for beginning
teachers

5. What are the advantages of textbooks?
STUDENTS
organize their
learning
enable teachers to
get more
organized in their
class lessons
a reliable source of
information -
instruction and guide
for exams
help students in
noting and
highlighting key
points

6. • Infographic Style
imbalance of language
focus
content may be
distorted
can deskill teachers
expensive
one textbook does not fit all
may contain inauthentic
language
content may be out-dated
rich source of information
on the internet
Limitations of textbook

7. Features of ‘good’ ESL/EFL textbooks
1. Curriculum coverage
should be aligned with
the curriculum
prescribed from the
education ministry.
2. Materials presentation
Are the materials
objectives apparent to
both the teacher and
student?
3. Language
Is the language used in
the textbook authentic -
i.e. like real-life English?
Is the language used at
the right level for
students' current English
ability?

8. Criteria for selecting EFL/ESL textbooks?
01 02 0403 05
add necessary
materials by
expanding or
extending to
contextualize
the pattern.
ADDING
paraphrasing
the text without
damaging its
authenticity.
SIMPLYFYING
omission of a
tedious and
boring exercise
DELETING
sequence of
materials to be
tangible and
learnable for
the learners.
REORDERING
replace some
activities and
exercises in
textbook with more
appropriate ones.
REPLACING
• In Politeknik Kota Kinabalu, English lecturers are not provided with ESL textbooks from the
Education Ministry
• Develop materials by adapting from reliable sources

9. REVIEW ON SUPER
MINDS TEXTBOOK

10. From LINUS to CEFR
The key to our English education road map is the alignment of Malaysia’s English
Language Education System with CEFR
You can simply impress your audience
and add a unique zing and appeal to
your Presentations. Easy to change
colors, photos and Text.
Your Text Here
You can simply impress your audience
and add a unique zing and appeal to
your Presentations. Easy to change
colors, photos and Text.
Your Text Here

11. From LINUS to CEFR
• CEFR-aligned English textbooks replaced KSSR
textbook in 2018
• SUPER MINDS for primary schools
• PULSE 2 for secondary schools

12. • Expensive. RM38.80
• printed in Malaysia and
supplied through local
publishers
• are these books then
purposely labelled as
'imported' in order to justify
the high price paid for them?

13. • Supplementary materials
given
• Students: Interactive DVD-
ROM contains interactive
games and activities
• Teachers: flash cards, class
CDs, Classware CD-ROM
which is an interactive
whiteboard software

14. • all 9 units cover listening,
speaking, reading and
writing in addition to
grammar and vocabulary.
• does not pay attention to
sub-skills -i.e. listening for
gist, note-taking, skimming
for information as the
objective of this book is to
build a solid foundation of
students on their English
proficiency.

15. • non-localized contents
• lack of local context, making it
difficult for students to relate
• foreign content could widen the
learning gap between urban and
rural kids

16. • materials aim at teaching
social values to the students,
e.g. honesty, sharing, respect
• gives priority to creativity
• functional practices with
communicative exercises in a
collaborative way
• vocabulary is to be taught
contextualized and
meaningful

17. • very clear and nice sequence
• each 9 units offers an opening
scene in contemporary and
attractive 3D artwork. Focus
on receptive skills
• the second lesson targeted the
oral production of English
language
• lastly, is creativity lesson and a
revision lesson featuring a
topic-based game, project or
quiz.

18. • language used is at the
appropriate level of Primary
One students
• young learners of English
usually start with very simple
things like numbers and
colours
• pupils learn vocabulary and
grammar linked to everyday
topics
• promotes authentic language
use in real life

19. We breathe in our
first language, and
swim in our
second.
Adam Gopnik
Opportunity for Super Minds to Be Better
If no association is made between the culture of
the first language and the learning of the second
one, the learning will not be as effective

20. The use of illustrations
Do students actually benefit from the excessive
presence of these illustrations and facilitate the
language learning process?
Do cats wear skirt?It’s cloudy. Do they
look like clouds?