English Language Teaching Textbooks: Content, Consumption, by N. Harwood

By N. Harwood

English language instructing textbooks (or coursebooks) play a relevant function within the lifetime of a school room. This edited quantity includes research-informed chapters concentrating on: research of textbook content material; how textbooks are utilized in the study room; and textbook writers' bills of the fabrics writing, layout, and publishing process.

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Alternatively, teacher focus groups may be used, and focus group coordinators may ask participants to quickly plan a lesson for a class using some of the materials in order to better evaluate them. Again, however, the textbook is not piloted with actual learners. Nigel Harwood 25 Amrani also makes clear how difficult it is to publish global textbooks that please most of the people most of the time. 271). Clearly the difficulties Amrani describes are formidable; yet surely a way to reduce this knowledge gap would be to reintroduce more extensive piloting and trialling before and after publication.

Consumption of teachers’ guides Bonkowski (1995, cited in Hutchinson, 1996) is a rare study of the use of ESL teachers’ guides. Focusing on three experienced teachers, Bonkowski found teachers’ use of textbooks and guides varied, with several factors apparently accounting for this variation: teacher-related factors, such as the differences in teaching styles and pedagogical beliefs; textbookrelated factors, such as the nature of the materials being used; and context-related factors, such as teachers’ beliefs about the learners and their interests, and the time of day the class took place.

T. A. M. 17–36). New York: Routledge. Brown, P. C. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Burton, G. (2012). Corpora and coursebooks: Destined to be strangers forever? Corpora, 7, 91–108. S. (1993a). American textbooks and Tamil students: Discussing ideological tensions in the ESL classroom. Language, Culture and Curriculum, 6, 143–156. S. (1993b). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL.

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