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Unit: Using Textbooks

Explore various reasons for utilizing textbooks in language education, highlighting their benefits, drawbacks, and impact on teaching quality. Understand the structure of textbooks and learn how they contribute to the learning process.

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Unit: Using Textbooks

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  1. Unit: Using Textbooks Roles & Structures of Textbooks

  2. Issue 1: Roles of Textbooks Why do we teachers use textbooks?

  3. Issue 1: Roles of Textbooks O’neill (1982) 4 reasons 1. Much material suitable for students’ needs 2. Helpful for learners. 3. Appearance & quality of presentation 4. Allowing for adaptation & improvisation

  4. Issue 1: Roles of Textbooks Richards (2001) 8 reasons • Structure & Syllabus • Standardizing teaching • Maintaining quality • Variety of learning resources

  5. Issue 1: Roles of Textbooks 5. Efficient 6. Effective models & input 7. Training teachers 8. Visually appealing

  6. Issue 1: Roles of Textbooks Why do we not use textbooks?

  7. Issue 1: Roles of Textbooks Freebairn (2000) • view of life: non-problematic, bland, uncontroversial • Out of date • Stifling teacher’s creativity • Unadventurous

  8. Issue 1: Roles of Textbooks • Out of touch • Non-contemporary • Global or local • Mixed levels

  9. Issue 1: Roles of Textbooks Richards (2001) • Inauthentic language • Content distorted • Not reflecting students’ needs • Deskilling teachers • Expensive

  10. Issue 2: Structures What components does a textbook have?

  11. Issue 2: Structures 3 main components: • Content • Learners • Learning

  12. Issue 2: Structures 1. Content (McDonough & Shaw, 1993) 1.1. Language in use: Functions, notions, situations 1.2. Formal linguistic Grammar, pronunciation, vocabulary

  13. Issue 2: Structures 2. Learners 2.1. Individualization - interpreting pictures - imagining - finishing a story 2.2. Variety - content - skills - pacing

  14. Issue 2: Structures 3. Learning processes 3.1. Sub-skills or strategies • Aiding comprehension • Transferable 3.2. Study skills • Using a dictionary • Keeping a vocabulary book • Reference skills

  15. Issue 2: Structures 3.3. Good Learner Strategies • Seeking opportunities to practise • Assessing themselves according to a good language learner • Developing memorization techniques • Taking risks • Willingness to guess

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