textbooks

TEXTBOOK WRITING TEXTBOOK EVALUATION 1) DEFINITION

A textbook is the official implementation of the syllabus. It is a collection of material to be used in teaching/ learning situations.

2) ARGUMENTS FOR USING A TEXTBOOK

The teacher thinks that

The learner thinks that

1- the textbook is a kind of framework/ roadmap: it regulates and times the programme. It is a kind of breakdown.

2- the textbook provides ready-made teaching material. Thus, he feels more confident.

1- if there is no textbook, there is no purpose.

2- if there is no textbook, he feels out of focus 3- if there is no textbook, he

3- the textbook is a way to avoid relying on cheap sources of teaching material like the internet (professionalization is necessary to decide if the material is reliable).

4- the textbook is visually appealing.

4- the textbook is the basis for content, skills balance and the kind of language practice the students take part in.

5- the textbook provides a variety of learning resources.

5- the textbook helps standardize instruction.

6- the textbook maintains quality.

7- the textbook provides effective language models and input.

3) ARGUMENTS AGAINST USING A TEXTBOOK 1

feels teacher- dependent.

The teacher thinks that

The learner thinks that

1- the textbook is imposed on him, so he has to follow the 1- he has different needs same order of stages. other than those in the textbook.

2- the topics might not be relevant.

2- his different needs cannot 3- the topics are demotivating if they are repeated in all be covered by one textbook. courses.

3- the textbook is expensive.

4- the textbook is confining , binding, inhibiting his creativity.

5- the textbook deskills teachers.

6- the textbook contains inauthentic language.

7- the textbook distorts content.

4) TEXTBOOK STRUCTURE

a) Consistent Pedagogical Structure decided in advance and adopted in all chapters. b) Learning Objectives to alert students to what they should be learning in the chapter.

The objectives must be specific, not numerous and active (e.g., “define”, “apply”, etc. rather than understand”, “appreciate”, etc.). c) Meaningful Hierarchy in the Structure of Headings to provide a roadmap to guide the student and to help him revise after completing the chapter. d) Glossary: at the end of the book, in a running glossary in the body of the chapter, or at the end of each chapter. e) Real world examples labelled as ‘Examples’ and set off from the regular text. f) End of Chapter Summary tied to the learning objectives, providing a review of the major concepts covered in the chapter, and should not include new information.

5) TEXTBOOK WRITING PHASES 2

Textbook Writing

Preparatory phase Initiation

Writing phase

By one of these parties: - a commercial publishing house - a potential author or authors - a ministry of education

Identifying constraints - dissatisfaction with current materials - curriculum requirements - examination requirements - communicative perspectives - the desirable degree of innovation

Necessity to have a clear idea about: - number of pages - target users - the syllabus - methodological principles - budget and provision - lines of responsibility and reporting - deadlines

Author training

Identifying needs

6) TEXTBOOK EVALUATION

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Post writing phase past - handing over a final manuscript - checking the proofs - sittnig back and waiting for launching the product

present - authors are in demand as * conference presenters * workshop leaders * trainers - authors are expected to play an active part in the promotion of their books - Evaluation of the textbook to:* yield data about reasons for success/ failure * justify the initial investment * to inform revisions of existing material * inform planning for new publishing projects.

A textbook is evaluated to see if * it meets expectations * it assists the teacher in the daily management of learning * it develops the skill of learning to learn * it places the student in explorative situations * innovations are within users’ reach To evaluate a textbook, there should be a Technical Analysis and a Pedagogical Analysis.

The key parameters to consider in the Technical Analysis are : * format (nailing or cardboard) * cover shape and colour of illustrations * typography, composition and layout * table of contents, appendix * accompanying documents * readability * easiness of use * beauty of the book As to the Pedagogical Analysis of the textbook, it means * identifying the product and its context * identifying measurable indicators * considering the pedagogical bias that underlies the organization and composition of the textbook (objectives, methods, rhythm, requisites to validate) * determining the roles assigned to the student and the teacher in using the textbook

TEXTBOOK EVALUATION GRID 4

Criteria GENERAL FEATURES

I1-Product Identification a- the textbook is adequate Format b- the textbook is handy c- the book is thick d- the textbook is too large Target a - the textbook is addressed to students audience b- the textbook is addressed to teachers a - the textbook is addressed to one level Level b- - the textbook is segmented a- the textbook is to be used in class with the help of the teacher Function b- the textbook is to be used in class without the help of the teacher c- the textbook is to be used out of Class: with the help of parents d- the textbook is to be used out of class without help of parents Aesthetics the textbook contains illustrations 2) Context Analysis a- Institutional: the textbook is in conformity with the syllabus b- Economical: the textbook is affordable II) PEDAGOGICAL ANALYSIS a- the foreword shows how the textbook operates 1) b- the table of contents facilitates the use of the textbook Indicators c- the index is accessible to students a- the formulation of the title has a pedagogical function b- the formulation of the title is rather commercial 2) The title c- the title reflects the content (as closely as possible) d- the title’s sequence t encourages students to enter enthusiastically into the learning offered to them a- the texts are diversified b- the texts are from different sources d- there is balance between authentic documents, literary texts and prose 3) The texts and poems e- the texts pose a problem of readability f- the texts pose a problem of typography g- the texts are accessible to the students h- the lexis is redundant a- the illustrations help reach the objectives 4) Illustrations

b- the illustrations bring certain information c- the illustrations’ removal limits the understanding of the content d- colours are used wisely

5) Content

a- the textbook is accessible b- the content is accurate c- the content is in conformity with scientific standards d- social representations lie behind the contents 5

Yes No

e- the content represents other societies in a spirit of tolerance f- the content take into account the requirements of the cultural reality of students a- the textbook follows the functions it says it follows b- the textbook fills out the function of knowledge transmission c- the textbook fills out the function of skills development 6) Functions d- the textbook fills out the function of learning assessment e- the textbook fills out the function of social and cultural education (knowto-be) f- there is a balance between providing information and skills a- the objectives are made explicit b- the objectives allow for a real assessment 7) c- the objectives are organized in a way that respects the hierarchy Objectives between them d- the stated objectives are different the goals actually attainable a- the level of activities and exercises is appropriate to the students’ age b- the proposed activities are diversified c- the proposed activities are motivating d- the exercises offered are for consolidation 8) Activities e- the exercises offered are for remediation and f- the exercises are arranged in order of increasing difficulty exercises g- the proposed situations respect the cultural balance (names of boys and girls, situations in rural and urban areas, different social classes, different professions ...) a- instructions are well formulated (No confusion) b- instructions are understood c- instructions focus on what is essential 9) d- instructions use action verbs that express truthful behaviour Instructions e- instructions are short f- instructions are rather long g- instructions are addressed directly to the student a- evaluation in the textbook is diagnostic b- evaluation in the textbook is formative 10) Evaluation c- evaluation in the textbook is summative OVERALL EVALUATION YES STATEMENTS 1) Does the textbook respond to the expectations?

2) Does the textbook assist the teacher in the daily management of learning?

3) Does the textbook develop the skill of learning to learn?

4) Does the textbook place the student in explorative situations (asking people around him?)

5) Are the innovations within the users’ reach?

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NO

7) CONCLUSION AND RECOMMENDATIONS

The textbook is necessary both to the teacher and to the student. It should match learners’ needs and aims, goals and objectives of the learning programme. should reflect the uses which learners will make of the language (present and future). facilitate students’ learning processes without imposing a rigid method. have a clear supportive and mediating role for learning the target language.

To achieve the above-mentioned directives, a textbook writer must receive

training and must pilot lessons as a way of formative evaluation.

Finally, because no textbook is perfect, a teacher should assign supplementary material relevant to the programme aims.

Resources : 1- Analyse pédagogique et technique d’un manuel scolaire (au-delà d’une approche impressionnniste, http://jmadoux.e-monsite.com/pages/grille-d-evaluation-d-unmanuel-scolaire.html 2- Course Design Workbook, Michigan Journal Community Service Learning, Summer 2001 3- “Textbook design”, http://typophile.com/rss 4- “Textbook_structure”, http://media.wiley.com/assets/408/79/Ed_.pdf 5- “Designing textbooks for modern languages: the ELT experience”, http://www.llas.ac.uk/resources/gpg/1470

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