The Quest for the Ideal Coursebook

1. TheQuestfortheIdealCoursebook FOCI VIII – IzmirUniversity of Economics Handan, John, EmeteandPamand of coursethelovely Funda– TheIdeal Team!

2. TheIdealCoursebook • 1 book for the whole course – no specific skills books • Integrated Skills • Authentic language and texts

3. TheIdealCoursebook • General English at Elementary level • Academic Language – with academic skills integrated in the language focus from Pre- Intermediate • Recycling of language – at regular intervals within each theme • No meta-language – including the word grammar (Use of English in context)

4. TheIdealCoursebook • Teaching vocabulary in chunks • Self-study techniques for learning vocabulary • Some kind of vocabulary log

5. TheIdealCoursebook • Learner training • Extra resources – e.g. videos, digital platform, video corpus • Workbook should be digital – with teacher access and feedback • Interactive online games • Self-evaluation for students

6. But wehave a question…. ……arethereotheralternatives? • Forexample, a coursebook in digital form only? (On tablets)

7. Choosingthebest of the rest • Review the objectives (Curriculum/Assessment Units) • Choosing a new text book gives us a good opportunity to review and revise if necessary the objectives currently in place. • Check all books offered (Curriculum Unit) • Consult with other universities currently using the books • Create a short–list (6 books)

8. FocusGroup • Teachers, Admin Rep, Curriculum,Team Testing Unit Member – selected on a voluntary basis with a little encouragement in some cases  • Evaluation criteria agreed upon • Checklist written • Focus group members complete checklist according to the criteria • Numbers of book list further short-listed (3 books to cover all groups)

9. Piloting • Units selected for piloting • Photocopies issued to teachers to use in class • Survey done to evaluate the effectiveness of the pilot lessons • Teachers and students consulted • Teachers see whole book • Students only see selected pages • Ask about content – was unit useful (in comparison to current book) • After collating the results of the evaluation, focus group meet to make final decision

10. OtherIssues • Timeframes • Ideally 1 academic year – allows piloting of 1 or 2 complete books. • Keep chosen book for at least 3 years • Resources needed • Flexibility – time wise • Time freed-upfor focus group members • Photocopies– colour

11. Involvement of others • Teachers – evaluation and the focus group – piloting • Students – post-piloting evaluation • SFL Management – Focus group, fair, listen, avoid unnecessary pressure from publishers, avoid unnecessary intervention. They should allow curriculum more say in the selection of books. Allow time for curriculum to ‘reflect’ on a regular basis. Should acknowledge the expertise of the curriculum unit. • University management – Fair and reasonable budget. Not make decisions which affect the programme without full knowledge of the situation. 

12. Decision-making – Should be the focus group ultimately working along with the people who have piloted. Transparency vital. • Repercussions in other areas – Assessment – what has been covered and can be tested according to the schedule. • Supplementary Materials – Ideally we shouldn’t need them. However, , in some cases where the reviewed objectives cannot be fully met by the book, providing teachers with supplementary materials may lead to a level of standardisation.

13. ……….fromthedream