by Curtain, H & Pesola, CA (1994)
As teachers of English as a foreign language, choosing a textbook becomes a prime mission at any level we teach. The following reflection, based on Curtain and Pesola´s article and my own insights, intends to cover the relevant aspects in this choice.
Selecting the textbook is a very important duty that us teachers of English as a foreign language have as our responsibility. The situation varies in the diverse levels of teaching, mainly due to the changing needs of the students in the diverse levels. Most of the material we have comes from abroad, and has been made for learners of English as a second language who live in an English speaking environment, which is certainly, not our situation. In our Costa Rican schools, we teach English as a foreign language in a Spanish speaking environment, and only in some areas of the country, English is a second language spoken on the streets, heard on radio stations,written on local newspapers, church bulletins, and varied information for tourists.
At present, primary schools may have a syllabus that can be easily followed at the first levels, but there is a need of support in the higher levels. Therefore, materials developed for elementary schools that have been prepared by professionals are required. Some publishers offer such professionally developed text series that may be adapted to the teacher´s needs when they are age-appropriate and contemporary. Thus, books that include hands-on, integrated learning that fulfill students´needs and interests and the syllabus, shall be the best choice.
In the next level, the secondary, there are particular characteristics and learning needs. We have to clarify that in U.S.A., middle schools run from grades five to eight, and high schools include levels nine to twelve. Conversely, in Costa Rica, the secondary includes levels from seven to eleven and in the technical schools there is level twelve. The situation is that students in the lower secondary levels will enjoy hands-on, integrated learning, while the higher levels need books developed for their age and interests, along with supplementary materials and activities.
CRITERIA FOR EVALUATING TEXTBOOKS AND OTHER PRINTED MATERIAL
When we look for books for our students, there are some recommended criteria we must consider.
Goals
Goals should be clearly stated, compatible with local programs, with carefully developed scope and sequence for the level. Thus, materials must reflect authentic use of the target language and culture so students can really express themselves.
Communication
Among the organizing principles, communication rather than grammar must prevail. Work with grammar must focus on function, not on analysis. That is why the use of English in student´s materials and experiences must be encouraged in the activities, reflecting an understanding of the use of physical response strategies and immersion methodology.Books must provide opportunities for meaningful, purposeful language use that helps develop a base to build reading and writing skills.
Culture
Culture must be integrated to the materials giving emphasis on experiencing rather than learning about it. The situations and language presented must be culturally authentic, promoting appreciation to the value and richness of cultural diversity.
Subject Content and Thinking Skills
Subject content must be appropriate for the level. There must also be suggestions for interdisciplinary content and activities. All materials must be conductive to develop higher order thinking skills.
Bias
All illustrations and texts must be free of racial, gender, and cultural bias. At this point, I may add that us teachers of English within the Caribbean culture, find this aspect of much relevance, but difficult, because we belong geographically to America and our access is mostly to books published in U.S.A. Naturally, we find cultural and sometimes, even political bias in some of the available printed materials. Although we have access to European textbooks, and materials of other continents, too, this is not so commonly incorporated into our classrooms.
Flexibility
Materials must be easily adapted to the program models and designated class time providing options for students with diverse learning styles.
Physical Characteristics
All the materials must be durable, being able to withstand handling over a period of time. We have had awful experiences when in the second month of the school year, textbooks come apart as if they were loose-leaf paper in need of a ring binder! Then, too, the presentation has to be colorful, visually attractive, with proper illustrations and photographs, and well organized use of space and font size, to make it easily readable.
Support Materials
Look for a valuable teacher´s manual, with abundant relevant activities,suggestions, plans, clear instructions. Other materials such as charts, flash cards, maps, pictures, filmstrips, videos and CD´s with voices of native speakers in songs, conversations or stories must be relevant and effective.
Budget
All materials must be affordable. There is no sense in selecting materials that in the end are not affordable to our community, being them students, parents and administrators of the institution.
Our mission is significant when choosing a textbook. I invite the readers to consider these criteria next time we have to select one.
At present, primary schools may have a syllabus that can be easily followed at the first levels, but there is a need of support in the higher levels. Therefore, materials developed for elementary schools that have been prepared by professionals are required. Some publishers offer such professionally developed text series that may be adapted to the teacher´s needs when they are age-appropriate and contemporary. Thus, books that include hands-on, integrated learning that fulfill students´needs and interests and the syllabus, shall be the best choice.
In the next level, the secondary, there are particular characteristics and learning needs. We have to clarify that in U.S.A., middle schools run from grades five to eight, and high schools include levels nine to twelve. Conversely, in Costa Rica, the secondary includes levels from seven to eleven and in the technical schools there is level twelve. The situation is that students in the lower secondary levels will enjoy hands-on, integrated learning, while the higher levels need books developed for their age and interests, along with supplementary materials and activities.
CRITERIA FOR EVALUATING TEXTBOOKS AND OTHER PRINTED MATERIAL
When we look for books for our students, there are some recommended criteria we must consider.
Goals
Goals should be clearly stated, compatible with local programs, with carefully developed scope and sequence for the level. Thus, materials must reflect authentic use of the target language and culture so students can really express themselves.
Communication
Among the organizing principles, communication rather than grammar must prevail. Work with grammar must focus on function, not on analysis. That is why the use of English in student´s materials and experiences must be encouraged in the activities, reflecting an understanding of the use of physical response strategies and immersion methodology.Books must provide opportunities for meaningful, purposeful language use that helps develop a base to build reading and writing skills.
Culture
Culture must be integrated to the materials giving emphasis on experiencing rather than learning about it. The situations and language presented must be culturally authentic, promoting appreciation to the value and richness of cultural diversity.
Subject Content and Thinking Skills
Subject content must be appropriate for the level. There must also be suggestions for interdisciplinary content and activities. All materials must be conductive to develop higher order thinking skills.
Bias
All illustrations and texts must be free of racial, gender, and cultural bias. At this point, I may add that us teachers of English within the Caribbean culture, find this aspect of much relevance, but difficult, because we belong geographically to America and our access is mostly to books published in U.S.A. Naturally, we find cultural and sometimes, even political bias in some of the available printed materials. Although we have access to European textbooks, and materials of other continents, too, this is not so commonly incorporated into our classrooms.
Flexibility
Materials must be easily adapted to the program models and designated class time providing options for students with diverse learning styles.
Physical Characteristics
All the materials must be durable, being able to withstand handling over a period of time. We have had awful experiences when in the second month of the school year, textbooks come apart as if they were loose-leaf paper in need of a ring binder! Then, too, the presentation has to be colorful, visually attractive, with proper illustrations and photographs, and well organized use of space and font size, to make it easily readable.
Support Materials
Look for a valuable teacher´s manual, with abundant relevant activities,suggestions, plans, clear instructions. Other materials such as charts, flash cards, maps, pictures, filmstrips, videos and CD´s with voices of native speakers in songs, conversations or stories must be relevant and effective.
Budget
All materials must be affordable. There is no sense in selecting materials that in the end are not affordable to our community, being them students, parents and administrators of the institution.
Our mission is significant when choosing a textbook. I invite the readers to consider these criteria next time we have to select one.
