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Graphic Organizer On English As A Second/Foreign Language Textbooks: How Choose Them - How To Use Them

The document discusses how to choose and use English as a Second/Foreign Language textbooks. There are three key considerations when choosing a textbook: 1) how well it fits the curriculum, 2) how well it fits the students in terms of content, examples, exercises and presentation, and 3) how well it fits the teachers in terms of content, examples, exercises and presentation format. When using a textbook, teachers should do an initial analysis to plan courses and lessons, analyze the content for accuracy and readability, analyze exercises and tasks, and consider adapting or supplementing the textbook as needed through sequencing, selectivity, instruction changes, grouping changes, adding content or examples. Teachers can also seek formal support through instructor manuals or informal support by

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Desiree Ng
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279 views1 page

Graphic Organizer On English As A Second/Foreign Language Textbooks: How Choose Them - How To Use Them

The document discusses how to choose and use English as a Second/Foreign Language textbooks. There are three key considerations when choosing a textbook: 1) how well it fits the curriculum, 2) how well it fits the students in terms of content, examples, exercises and presentation, and 3) how well it fits the teachers in terms of content, examples, exercises and presentation format. When using a textbook, teachers should do an initial analysis to plan courses and lessons, analyze the content for accuracy and readability, analyze exercises and tasks, and consider adapting or supplementing the textbook as needed through sequencing, selectivity, instruction changes, grouping changes, adding content or examples. Teachers can also seek formal support through instructor manuals or informal support by

Uploaded by

Desiree Ng
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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English as a Second/Foreign

Language Textbooks: How to


Choose Them How to Use Them

1. Evaluating for
selection

Are skill that depends on


Planning ahead
Knowledge of options for making those changes.

Three Fundamental fit considerations

2.
-

Textbook fit 1: With the curriculum


Analysis of the fit between materials and curriculum.
Publishing houses create materials based on published curriculum
statements (provide tables/ charts to show how and where the
required standards are met.)
Centralized education planning
o The Ministry of Education arranges for publication of its own
textbook (teachers are assured that the materials are
appropriate)

Textbook fit 2: With the students


Textbooks are for students. It must fit the needs of learners.
I. Content/explanations suits students interest (topics that
students can relate to), not offensive, clear and comprehensible
explanations.
II. Examples appropriate examples, examples fit closely with the
concepts taught and ample examples should be included.
III. Exercises/tasks variety of exercises and tasks for students
with different learning styles. Should truly foster and support
language learning.
IV. Presentation/format the design elements, illustrations are
appropriate for their age and instructional level. Good and
balance use of colour. Have appendices, an index, and glossary.

6. Adapting and
supplementing

Analyzing textbooks to plan courses


and lessons
-

Getting an overview of the resources in the textbook to plan the course


syllabus and individual lessons.
- Teacher can only make optimal use of materials if they know what
features are at their disposal.

Initial reading of a textbook


Teacher can benefit from conducting a general overview of the book.
Presentation/format the units, its pages, division of the pages to suit
the instructional time period.
Content/information what each unit is about? Can some units be left
out?
Practice are the tasks and task items meaningfully sequenced?
Evaluation the availability of assessment tasks for students learning.
Support introduction of how to use the textbook.

Analysis of the content of the textbook

- Teacher go through the textbook and look if there are


o inaccurate or incomplete content
o Poor readability for student audience because content experts do not
necessarily understand how to present complex content for new,
young learners.

Textbook fit 3: With the teachers


Textbooks are also for teachers. Good textbooks can be used
effectively by teachers to whom it will be assigned.
- Content/explanations contents provided are found useful by the
teachers. Availability of ancillaries.
- Examples - examples should be usable, can be expanded on or
recast
- Exercises/tasks enough/ample activities for the teacher to satisfy
students. Instructors manual should provide guidance.
- Presentation/format design and layout enhance teaching. Close
connection between the content and illustrations. There are figures,
tables, or charts that summarize the content effectively.

Adaptation
Sequencing (doing the chapters
in a different order or doing the
subsets of materials in a chapter
in different order.)
Being selective (using some
chapters and activities and not
others)
Changing instructions (making
them clearer or a better fit with
the teachers approach to the
classroom or a better fit with the
students language skills or
learning preferences)
Changing groupings (doing work
individually, in pairs, or in small
groups in ways not suggested in
the textbook.

o Potential barriers that the content and style may present to


their students.

Analysis of exercises/tasks in the


textbook for implementation in
classes.
Analyze linguistic and thematic
content. Determine the purpose of
activities for in-class instructions,
homework and testing.

Seeking help in implementing


a textbook
- Formal support instructors
manual, sample course
syllabi
- Informal support talking to
a colleague , internet search

Supplementing
- Different content (that is
required but not provided)
- Local examples (examples
that better fit the lives of
the students and local
setting.)
- New activities that fit the
content already found in
the textbook or that
support new content added
to the textbook.
- Expansion exercises or
tasks that fit students
needs and interests or that
fit the teachers philosophy
of teaching and learning.

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