GRIN Verlag, 2011 - 28 pages
Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, course: ICEG 2006 (international congress), language: English, abstract: Views about the English as a second/foreign language (ES/FL) textbook (as a medium) polarize. Learners, teachers and educational administrators in any ES/FL situation need a textbook, though it is unlikely that they regard the prescribed ES/FL textbook as an unmixed blessing. But the very idea of a fixed textbook -- of a pre-packaged set of learning/teaching materials -- appears to be viewed with disfavour in the English Language Teaching (ELT) literature where the trend in the last three-and-a-half decades has been towards greater negotiation and individual choice in the classroom. This paper examines the anti-textbook argument, considers the alternatives to the textbook suggested by some experts, and finds the textbook having the potential to act as a support rather than a constraint, and fulfilling a range of needs that emerge from any teaching/learning situation. The paper also discusses the factors on which the supportiveness of the textbook depends.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
adapt and supplement agent of change akademische Texte Allwright Alptekin anti-textbook Apple and Jungck board of studies Breen Brumfit Candlin chalkface grievance classroom teacher cognitive level content-based and memory-oriented coursebook de-skilling decisions dependency culture Edge and Wharton ELT literature English language English textbooks ES/FL ESL situations ESL teachers ESL Textbook GRIN evaluate textbooks Flexi-materials follow the textbook given group grass roots GRIN Verlag group of learners Hutchinson and Torres instrument of teacher language teaching large number learning process linguistic materials evaluation memory-oriented learning meta-materials mismatch negotiated one’s particular textbooks pedagogical reasoning potential Prabhu problem Process Syllabus promote content-based provoke the conservative quality means Realizing the Possibilities Reflective practice reification responsive input adjustment scholars and theoreticians second/foreign language semi-materials source materials structured textbook teacher can measure teacher development teachers and learners teaching materials textbook lacks textbook promotes textbook that provides textbook writer textbooks Richards 1993 Trojan Horse undergraduate programmes