PATRICIA BYRD Textbooks: Evaluation for Selection and Analysis for Implementation From Celee-Murcia, M. (Ed). (2001), Teaching English ax « second or foreign language (3" ed), Boston: Heinle & Heinle In "Textbooks Evaluation for Selection and Analysis for Implementation; Byrd argues that the decisions made in selecting textbooks are different from the decisions made for implementing textbooks. After showing how the processes differ and the confusion that results from using the same approach for both, she provides guidelines for selecting as well as implementing textbooks. INTRODUCTION In addition to our students and ourselves, another constant in the lives of most teachers is our textbook, Few teachers enter ¢lass without a text book—ofien a required textbook—that provides content and teaching/learning activities. that shape much of what happens in that classroom, For teachers, use of a textbook involves first the selection of a book and then the steps taken to implement the book in class, While having rational and effective selec- tion procedures is surely important for educa: Uonal systems, programs, schools, teachers, and students, the selection process is one that is not open to many ESL/EFL teachers working in set tings where textbooks have been selected Unrough an administrative process—at the min- isterial level or by the schoo! board or by the pro- gram director or by a committee of teachers that selects texts for the whole program, or by the teacher who taught the course the previous semester but who is teaching something else this term, As a result, although information about evaluation for selection is important for teachers to understand, most teachers have different encounters with textbooks as they make deci- sions about how to implement and supplement materials for the most effective classes possible for their students and for themselves. To reflect on the two different ways in which texthooks are scrutinized by teachers, I will separate “evalua- tion for selection” from “analysis for implemen- tation” in the following discussion EVALUATION FOR SELECTION Evaluation and selection of texthooks is a com- plex process that is carried out in many different ways. In a few settings, teachers decide on the books that they want t use in their classes, For example, in university settings in the United States and elsewhere, ESL teachers can often make individual decisions about the textbooks that they will use. With information from pub- lishers and colleagues, they sclect a text or texts, have the books ordered through the campus bookstore, and then use them in their classes, In many other seitings, such text selections are made by administrators or by commitces of teachers. Another scenario, centralized decision- making by the government, can be seen in Egypt, where decisions about the English lan- guage curriculum and the textbooks used 10 teach it are made by the Ministry of Education in Cairo, In this system, a unified series of text- books is created for use throughout the countr rather than selecting textbooks from a generic collection created by commercial publishing companies. A much smaller centralized approach is seen in boards of education in various US. states that have systems through which textbooks are analyzed and lists of recommended books developed. Because of the decentralized nature of US. education, no national requirements exist, and individual schools often have consider- able flexibility in implementing state curricular requirements. Textbooks and supplemental mate- tials are, however, frequently selected through a 41ssystem that involves input from supervisors and colleagues, and does not emphasize the individ- ual teacher making a personal decision, Even in schools that are not part of centralized ministe- rial or board systems, textbook selection is often the work of a faculty committce or of a program. administrator. An intensive English program might have a textbook committee to evaluate textbooks and to make selections as a way of ensuring some unity across multiple sections of the same course, Overall, few ESL/EFL teachers use textbooks that they have themselves selected through a process that has focused simply on their interests and the needs of the students in their individual section of a course. However, teachers can sometimes influence the decision-making process and thus need to be aware of how it works in their own situation: That is, teachers have 0 be aware not just of their lives inside their classrooms, but they must also be knowledgeable about the larger system in which they work and about possible ways that the system might allow for teacher participation in its administrative processes. Influencing the selection process in these situations is not just a matter of pedagogical knowledge but also of political skill, Systematic Evaluation Systems for evaluation of textbooks (and other instructional materials) generally provide check- lists built around numerous aspects of teaching and studentteacher interactions (Bader 2000; Daoud and Celce-Murcia 1979; Gomes de Matos 2000; Skierso 1991), In reviewing such lists, Lam reminded of the time many years ago when a col Jeague and I sat down to make a list of things for our students to check as they revised their com- positions. Our first list had over 100 items on it Clearly, it wasnt going to be very useful for many students, We quickly revised it to a more reason- able munber that we and our students could handle. But we also realized that our checklist was uselil only fora particular kind of writing: it worked reasonably well for the personal essays being written for our course but would noi have worked nearly so well if the students had been 416 siting lab reports or reviews of books for history courses. Similarly, making a comprehensive yej reasonable checklist for evaluation of textbooks isan enormous challenge that requires differen, lists for different types of courses in different seq. tings. Published checklists like those referenced above are offered as models that present impor tant categories that should he considered in the selection process. Like other suggestions irom colleagues, these models need to be considered carefully and adapted to fit the particular situa. tion in whieh they will be used. In the body of this chapter, I will provide a general rationale for the considerations that seem funcamental 10 such a selection-guiding checklist, delaying until the “Suggested Activities’ creation of detailed checklists designed to fit the situations of the teachers using this book. The issues that must be addressed in a textbook evaluation system are the fit beqween the materials and (1) the curriculum, (2) the students, and (3) the teachers. The Fit Between Curriculum and Texts Generally, the first area included in texthook analysis is the fit between the materials and the curriculum. For large educational systems, pub- lishers create matcrials based on published cur riculum statements, For example, in Egypt, the Ministry of Education arranges for publication of its own textbooks, Because the books are cre- ated for use only in Egypt, the Ministry can be sure thar the materials are appropriate and carry out its particular curricular goals. In the United States, some public school systems publish their curriculum guidelines and invite publishers to submit materials that fit those guidelines, For states with large ESL populations, such as Texas, Florida, New York, and California, publishers compete fiercely to provide materials that mcct the stated curricular guidelines, For these ect cational systems with their considerable pur- chasing power and various methods for control of content, the fit between the textbook and the curriculum is assumed to be a reasonable and achievable goal Unit V Skills for TeachersFor smaller programs and individual teach. er, the fit between curriculum and textbooks can be harder to achieve for wo reasons, First, all too many programs do not have clearly articulated curriculum statements; teachers have groups of students who want to learn English but the pro- gram lacks 2 general statement of purposes and methods. Second, when there is a curriculum statement for a smaller program or an individual lass, it may have features that are unique to that particular program; however, the program is not large enongh for publishers to provide textbooks based on its individual curriculum statement. In the first situation, the textbook must be selected based on features other than curriculum—and therefore the text itself becomes the curriculum, In the second situation, textbooks are unlikely to be found that are completely congruent with the pedagogical goals of the program, and the pur pose of the selection process must be to find books that have as good 2 fitas possible—with the expectation that the textbooks will need to be adapted and supplemented with additional mate- rials (o support the curriculum. ‘The Fit Between Students and Texts Textbooks are for students. To meet their needs, the textbook must have not just the English lan- guage or communication skill content demanded. by the curriculum, butit must also fit the needs of students as Tearners of English. Textbooks are made up of three major elements: content (and explanations), examples, and exercises or tasks. In support of these three elements, textbooks also employ a variety of graphical elements, including print size and style and white space as well as illus. tuations. In the evaluation-forselection process, the person or group making the selection needs to know enough about the students to he able to answer questions such as the following, 1. Content/Explanations: Is the content likely to be of interest or use to the students? Is there any chance that the content could be offen- sive or inappropriate for its intended audi- ence? Do the explanations work for these leamers—do they help learners understand what they need in order to learn? 2. Examples: Are the examples appropriate to the lives and interests of the students? Do the examples fit closely with the concepts they are supposed to be explaining? 3. Exercises/Tasks: Do the exercises or tasks provide enough variety to mect the needs of different kinds of learnets in the class(es)? Will they be of interest to these students? resentation/Format: Dues the book look right for these students? Are the illustrations and other graphical and design elements appropriate for their age and educational level? Is the printed text easy to read and appropriate for their reading level? Is the mix between print and white space balanced so that readability is enhanced and appro- priate? Does the book have an index, appen- dices, or other sections that are usable by students? Is the book well constructed —will it last a term of hard use by students? The Fit Between Teachers and Texts Textbooks are also for teachers. As with students, teachers seek three things from textbooks: con- tent/explanations, examples, and exercises or tasks, The evaluationforsclection process needs to find out if the textbook can be used effectively by the teachers to whom it will be assigned. The basic questions will always be Can our teachers hai dle this material? and Will our teachers find that the textbook meets their needs: cand preferences for teaching ‘materials? Questions such as the following should be included in the anaiysis of the fit between a poten- al textbook and the teachers who will use it, 1. Content/Explanations: In all settings, evalua. tors need 10 consider if the texthook provides content that teachers will find useful to carry out the goals of the course and the program— is this a teacherfiiendly textbook? In some settings, it is important to ask if teachers will have adequate English t be able to under- stand the content and 10 be able to explain it to their students, A question of special impor tance in English for Specific Purposes texts but of importance in all textbook analysis is, is there a reasonable fit between the content Textbooks: Evaluation for Selection and Analysis for Implementation 417and the knowledge-base of the teacher? Other questions include, Is there an instruc. ‘or’s manual that helps the teacher better understand che content and ways of using the content with the studerits? Does the textbook supply or require ancillaries such as auidio- tapes or workbooks? If so, is the content of these ancillaries appropriate to and usable by the teachers in this program? 2. Examples: Are the examples usable for the teacher—can they be expanded on or recast to be useful in the lessons? Exercises/Tasks: Does the text provide enough things for the teacher tw give his or her students to do for the period of time wo be Covered by the course? Are the exercises or tasks doable in this setting? Do they provide for a variety of leaming styles? Is there an instructor’s manual and does it make sugges- tions for implementation of the exercises? Does it provide an answer key for any exer cises that have discrete answers, such as grammar drills or vocabulary activities? Presentation/Format: Does the illustrative material provide the teacher with teaching opportunities? Is there a close connection between the content and the illustrations? ANALYSIS FOR IMPLEMENTATION Although the evaluation-forsclection systems are created to make the selection process as rational as possible, our encounters with text- books in the selection process always involve a series of value judgments: this is good or this is bad or this fits well or this doesn’t fit at all. Evaluation is about making a judgment call— Yes Or no, in or out, buy it or don't buy it, thumbs up or thumbs down, Because the types of analysis and decision-making when using a textbook in the classroom are radically different from those in the selection process, the experi ences of classroom teachers with the textbook involve an evaluation that uses different criteria. In the cvaluation-forselection process, the b: question is Does this book have the features thal we Als want it to heave so that we can adopt it ?After adoption, the basic question changes to, How do as a teache, working with particular students in a particular class in @ particular program make this book work to ensure effective and interesting lessons? To avoid confusion over the type of “evaly. ation” required at unis stage in the life of a texy book in a course or program, I would like talk about texthook analysis in the implementation process The categories that a teacher can use are the same as in the selection process: the textbook Provides content/explanations, examples, and exercises or tasks. The text might also provide illustrative or graphic materials that can be sed for teaching purposes. Additionally, the publisher Of the textbook might provide an instructor's manual that should help in the implementation of the materials, While the categories are the same, the purpose is much different and often much more urgent, since teachers can find thei. selves analyzing a textbook only hours before going into a class to teach a lesson that will be built around the materials in the text. Getting an Overview of the Resources in the Textbook Prior to implementing a textbook, a teacher needs to read the whole book—from start to fin- ish, including any appendices. In working with inexperienced teachers, I've found that one of their mistakes in working with a textbook is not seeing it as a whole and not finding out about the text in detail before the first day of class, 1 have repeatedly had the experience of having a new teacher tell me near the end of a term that he or she has just discovered some useful feature of the texthook—something that was in a late section of the book or in an appendix, A basic rule of textbook implementation: You ean only implement materials if you know they are there Teaching usually involves an overlapping cycle of presentation, practice, and evaluation, Presentation can involve introduetion of new materials or information or a re-introduction for a review session; it can be direct or indirect; it is Whatever the tcacher does to get students started on 2 unit of study. Practice can be any type of Unit V Skills for Teachersactivity, from a drill to writing an essay, from the least communicative form of repetition to an unscripted discussion; it is whatever the teacher sets up to help the students learn to do whatever it is they are studying in that unit, Evaluation is whatever the teacher does to find out what the students have learned. This teaching cycle is bounded by the academic calendar of the school system in which the class is taught; a class is always limited in time to the number of hours a week it will be taught and to any additional time that might be added for homework, if home- work is appropriate in the setting. Initial Reading of a Textbook Before undertaking a detailed analysis of the textbook to be used in a course, a teacher can benefit from doing a general overview reading of the book. A reasonable series of questions that a teacher should ask during an initial read- ing should include the following, 1. Presentation/Format: What kinds of units does the book have? How is each organized? What kinds of illustrations or other graphic elements are used? How many of these graphic clements are there? How are they connecicd to the rest of the materials in the unit? What additional features does the book have beyond the basic units—appendices, index, glossary? Are there any ancillary mate- tials such as workbooks or audiotapes? 2 Content/Information: What does each unit give me to present? What is each unit about? 3. Practice: What does each unit give me to use with my students for practice? Where are the exercises or tasks placed and how do they relate to the presentation of content? What connections are made between the activities provided in the various units? 4. Evaluation: What does cach unit give me to use for evaluation of student learning? When will assessment occur during the term? How. long will each activity take? 5. Support for the teacher: Is there an instruc- tor’s manual? Is there an introduction for the instructor that has information on using the book? Are the instructions for the activi- ties clear enough for me to know exactly what the students and I are supposed to do? This inital reading of the texthook should give the teacher an overview of the features of the book and of the ways that the textbook organizes its combination of content and activities After gaining that overview, the teacher needs to ana- lyze the text in more detail while making plans for using the materials over the time allowed for the course Analysis of the Content of the Textbook Language textbooks differ considerably from those in other disciplinary areas. A biology text book, for example, is dominated by presentation of information about biology—theory, exam. ples, and definitions of terminology. The pur- pose of the book is for students to learn a certain segment of the body of knowledge that makes up the disciplinary area of “biology.” Discussions of problems with public school textbooks for other disciplines often concenuate on two related areas: (1) inaccurate or incomplete content (see for example, Suidan ct al. 1995) and (2) poor readability for the student audience because content experts do not necessarily understand how to present complex content for new, young learners (see for example, Britton, Woodward, and Binkely 1993). These problems should be of concern to ESL/EFL programs that use authentic materials as the basis for ESL/EFL ; especially those that use content-area text- books as resources for ESL/EFL materials. Kearsey and Turner (1999) used genre analysis techniques to evaluate textbook materials written in Great Britain for secondary science courses they reveal a text that is made up of very simple examples written for the audience (although probably not accessible to newcomers to that soci- ¢ty), interspersed with hard nuggets of scientific writing to provide the content that is the real focus of the curriculum. In contrast, ESL/EFL textbooks tend to be made up of two strands of content: (1) the lin guistic content (grammar, vocabulary, skill arca) ‘Textbooks: Evaluation for Selection and Analysis for Implementation 419and (2) the thematic content (“school,” ‘gender issues,” “Native Americans,” and the topical con- tent used to present and practice the linguistic content), The teacher can expect the topics in contentbased materials to be emphasized and Clearly visible, In most other materials, however, the teacher will need to look past the linguistic content to find out what themes have been included in the textbook. If, for example, the teacher notices in his or her initial analysis that a grammar textbook inclucles numerous examples and passages based on biographies of famous people, then he or she can plan to supplement the text with other materials and activities (visits to local museums, readings about people famous in the cultures of the students, and so on). The analysisforimplementation angle on content involves both the linguistic and the thematic con- tent of the textbook, as shown in Table 1. Analysis of Exercises /Tasks in the Textbook for Implementation in Classes While planning the ways in which the textbook will be used for the whole academic term, a teacher needs to be making concrete if tentative Table |. Analysis of Content for Implementation in Teaching Linguistic Content Thematic Content 420 ‘What language is being taught? In what chunks and what sequence? What adjustments must be made to fit the program's curriculum? Are there any adjustments that | would like to. make in content and sequencing to better ft my course and my students? What topics are used in each unit? What copics recur throughout the whole book! ‘What connections can | mak between these topics and the backgrounds/interests of my students! How can I make enriched use of these themes? x decisions about how different activities will be used during the academic term, asking ques. tions such as those in Table 2 Seeking Help in Implementation of the Textbook ‘Teachers have both formal and infor Mal sources of information and support as they analyze text. books for implementation. Formal resources include the instructor's manual as well as other written materials available in the school or program. These other materials can inchicle @ curriculum statement, course syllabi used in previous terms, and copies of handouts used by previous teachers. Additionally, many. schools Provide teachers with formal help through struc- tured interactions with senior teachers and supervisors. Informal support is generally available if teachers seek it, When teaching a course for the first time or for the first time with a particular textbook, teachers can sometimes get help with implementation of materials in a course by talk- ing with colleagues who are teaching the same course or who have taught it before. Unit V. Skills for TeachersTable 2. Analysis of Teaching Activities for Implementation in Teaching Which of the activities provided in this text- book will | do in class? Which activities in the textbook will | assign as homework? Which activities in the textbook will | hold back to use for testing? Which activities in the texthook can be used for review later in the term? Which activities in the textbook require longer periods of time to accomplish—special projects! Which activities in the textbook might require special equipmene chat has to be ordered ‘ahead of time? Where are connections being made between various units of the book, connections that might require review? Which activities In the textbook do Inot want to do at all? The teacher. is looking for a variety of activities that can be used to meet the needs of cifierent learners and to achieve the pedagogical goals of the course, inital decisions can be made about using individual, par, or smal-group configurations {or the activities. Experienced teachers also look for change-of-pace activities high-energy task: requiring a lot of moving around, balanced by something more concemplative, This decision needs to be made on the basis of the purpose that homework has ‘in this particular class, Generally, teachers use homework for follow-up Practice and for activities that may have students engaging in “outside of class” use of English. Some teachers ute homework to prepare students for new work, not just to review and practice things alroady presented, If no taste are provided by the text (or the instructor's manual), some activities pr ny ( I) might be reserved to use for testing. Some activites might be reserved for review, ot 2 variation on an activity might be used for review later in the term, ‘The Initial reacing of the textbook is especially imporeant for identifying tasks that would be useful for students to do but thar require long-term plan by the teacher, In most settings, specific equipment requires extra effort end planning ahead. By reading the whole book prior to the beginning of the term, the teacher can become aware of topics and thomes chat recur in the book. Connections can be made that give more coherence to the class Becaute the fit between any textbook and the curriculum of a program will seldom be Perfect, some parts of the text might lot be appropriate for a particular course, Addisionally, some content and activities might not fit a particular group of students, Equally important, there are things that may not fit our personalities as teachers and that ‘we may not be comfortable doing, (For example, although | have colleagues who make wonderful usa of music in their classes, do not sing In class and would never attempt an activity that required ie) i Textbooks: Evaluation for Selection and. Analysis for Implementation 421CONCLUSION These are the fundamental questions asked by teachers: What am T going to do in class (10 achieve the goals of the program and of the stue dents}? What are my students going to do in class (to achieve the goals of the program as well as their personal goals)? What are they going to do for homework (and how does that connect to what we do in class))? In the evaluation-for selection process, those with the responsibility for choosing textbooks need to consider not just the fit between the curriculum and the textbook but also the practical issues of usability by teachers and by students. Once a textbook has been selected, teachers need to analyze the resources in the text book to create a plan for daily lessons and for the whole course that helps them both imple- ment and supplement what is already given in the most efficient and effective way (see Jensen's chapter on lesson planning in this volume), In discussions written by some teacher edu- cators, a common demand is that teachers be free agents—creating their own materials for their own students. Such discussions are built on a vision of the teacher as.an individual, in his or her own classroom, making unique decisions for that unique group of students, In this vision, the cam- mercially published textbook is a restraint forced upon teachers that limits their creativity (Ur 1996, Nunan 1988)). At the other extreme, and prob: bly the source of some of the negative emotions that teacher educators express about textbooks, is the administrative desire for a “teacherproof text” that can be taught by even the most untrained and unqualified of individuals; this magic textbook guarantees that the whole system or school has complete uniformity in the delivery of administratively selected content OF course, reality for most teachers lies somewhere between these two extremes. We are generally part of a larger system that does have legitimate concerns about being sure that all students receive instruction that leads to a more or less uniform result. At the same time, each of us is different in our background knowledge and personalities—as are our students. Having a textbook with appropriate content and a vanety of possible teaching activities can serve both 422 needs, giving some uniformity to the informa. tion and activities in class while expecting thar different teachers will adapt, implement, and supplement the materials based on the needs of @ particular class in a particular academic term, DISCUSSION QUESTIONS 1, How are textbooks selecied in the K-19 school system where you live? Discuss with 2 partner in your class. 2. If you are teaching in an intensive English program or some other type of college or university ESL program, how ate textbooks selected for that program? How was the text book chosen that you are using now? How do teachers have input into the selection process? Discuss your answers with classmates, 3. Publishers at TESOL conventions have Tioticed what is sometimes referred to as the “30-second evaluation.” In those 30 seconds, a teacher picks up a textbook, flips through, and then puts it down to pick up another book for a brief study. Sometimes the short analysis leads to a purchase or toa request for an inspection copy. Discuss what information can be gained in conference exhibits. What Kinds of things do you look for when you have only a minute or so to look at books before going on to the next conference event? Discuss your categories with classmates, 4. The appendices to this chapter provide two different checklists for evaluation of textbooks. Discuss the categories used in the wo check lists and the approaches to textbook evalua- tion that appear to lie behind each system. 5. Reviews of textbooks in professional journals can be valuable sources of information in the evaluation-forselection process. Textbook eviews can be found in publications such as the TESOL Journal, the TESOL Quarierly, and in the newsletters or journals of regional affil- jates of TESOL. Such reviews generally pro- vide brief summaries of the content and organization of a text along with some evalua- tion of any of a variewy of textbook features. Because they prescat a colleague's considered opinion and understanding of the features of the textbook, they can provide the person oF Unit V Skills for TeachersA group evaluating textbooks with additional information. From recent editions of one or more professional publications, sclect reviews Of three textbooks that might be used for a course that you are now teaching or that you might teach. What criteria do the reviewers use as the basis for their evaluations of the text books? What additional information would you have wanted the reviewers to include? Discuss the reviews with your classmates, SUGGESTED ACTIVITIES L Interview a teacher who works in the K-12 system where you live to find out (a) how teachers have input into the selection process for the textbooks they use, (b) any flexibility that teachers have in selecting books (per haps choosing from a list of required hooks), and (c) any flexibility that teachers have in supplementing the text with additional mate- rials. In class, compare the information that you obiain from several different teachers, 2 Based on a course that you have taught recently, that you are now teaching, or that you might teach in the future, modify the evaluation checklist in Appendix B to make it focus as closely as possible on that particular course. Discuss the changes that you have anade with your classmates. 3. Based on reviews in recent issues of profes. sional publications, seleci a textbook that scems potentially appropriate for a course that you are teaching or might teach in the future. Using as the evaluation tool one of the checklists in the appendices to this chapter or aversion that you modify to fit the particular course, evaluate the textbook, Then, compare your evaluation with that of the published review, Report to your class on any insights that you gained from the review and any are of disagreement between your evaluation and that of the reviewer, 4. Select a textbook that is used in a program where you are now teaching, have recently taught, or might teach in the future. (Select a texthook that you have not used before.) Approach the textbook as if you were going to be using it to teach a class—and the class begins soon! Read the textbook to gain an overview of its content and organization, Consider the (a) presentation/format, (b) content/information, (c) practice activities, (A) evaluation activities/instraments, and (e) Support provided for the teacher, Prepare a short report to share the information that you have about the general purpose and design of the textbook. Include ideas about the general pattern that you would use to implement the text in an academic term 5. With a partner, select one unit of the textbook that you analyzed in Activity 4 above. Using Table 2 on page 421, analyze the activities in that unit. Compare your analysis of how you would use the activities to your partner's analysis. Discuss similarities and. differences in your plans for using the activities. 6. After completing Activities 4 and 5, decicte on content or activities that you would like to add to complement or supplement the text= book. What is missing from the book that is required by your curriculum or by your students? Or by your teaching style? Qe FURTHER READING Briton, B. K., S. Gulgoz, and S. Glynn. “Impact of good and poor writing on learners: Research and theory.” In B. K. Briton, A. Woodward, and M, Binkley, eds. Learning from Texibooks: Theory andl Proctice (pp. 146). Hillsdale, NJ: Lawrence Erlbaum, ‘This useful discussion shows why simplified readings can make comprehension of content more difficult for learners. The authors also demonstrate a method for enhancing the reat ability of expert writing by adding connections and making relationships between ideas more explicit. Chambers, F. 1997, “Seeking consensus in course- book evaluation.” ELT Journal 51 (1): 29-85, The author discusses the application of strate- ssies from business for group decision making in the textbook evaluation and selection process. He makes a strong casc for the importance of involvement of all teachers in a conscnsus-based model for shared decision making. ‘Textbooks: Evaluation for Selection and Analysis for Implementation 423Ciborowski, J. 1995. “Using textbooks with students who cannot read them.” Remedial & Special Education 15(2):90-102. The overt audience for this article is teachers working with public school students in the United States who have had trouble learning to read—and therefore trouble learning from the ‘extbooks used in their classes. However, the author's thoughtful analysis of the ways in which students are required to use textbooks in learn ing new content and skills can stimulate think ing about ways in which ESL/EFL students are expected to learn from their ESL/EFL. text books. This article and others on student learn ing from textbooks suggest that ESL/EFL teachers should think about what it is that stu. dents are expected to do with their textbooks in their ESL/EFL classes and what students ar supposed to learn from studying the textbooks. Nelson, G. with J. Burns, 2000. “Managing information for writing university exams in American history.” In Marcia Pally, ed. Sustained Content Teaching in Academic ESL/EBL. (pp, 132-137). Boston, MA: Houghton Mifflin, ‘What content to use in textbooks is a particular challenge in ESL/EFL materials. We can’t teach “pure grammar” or “writing in the abstract.” The struggle to define the most appropriate content has led to both the contenthased and the task based approaches. This chapter—along with the rest of the book—argues for the use of the same content across an entire ESL course rather than following the tradition of having many different topics used in a single unit ofa textbook or hay- ing each unit with a single topic. It also demon- suates how sustained content can be used to teach academic writing, ‘Tomlinson, B., ed. 1998." Materials Development in Language ‘Teaching. Cambridge: Cambridge University Pres This collection includes chapters on (1) data collection and materials development, (2) the 424 process of materials writing, (3) the process op materials evaluation, and (4) ideas for materials development. In a chapter dled “What Dy Teachers Really Want from Courscbook" H. Masuhara discusses the importance for materials development of needs analysis tha provides information not just about the needs of learners but also about the needs and prefiey, ences of teachers. Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, This methods book includes a textbook evalus ion checklist (see page 189) along with helpful instructions for ways to analyze the criteria that will be used in a particular evaluation process, The section on “Using a Coursebook” exemple fies a common problem ia methods books. The entire focus of this section is on probable limits and failings of a textbook and ways to overcome them with supplementary materials. That is, no istinction or transition is made from evaluation for selection to analysis for implementation. © WEBSITES Byrd, P, 2000. Issues in textbook selection and use: Resources from a variety of disciplinary areas, Developed as part of the process of writing this chapter, this list includes resources that show the common concerns about textbooks across a variety of disciplines. The list will be updated on ‘gular basis. Suggestions for additions to the list can be emailed to the authors through a link provided on the site, texthoo! Unit V Skills for Teachers seAPPENDIXA Sample Checklist for Textbook Evaluation Soroze; Daoud, A-M.,, and Celce-Murcia, M. 1979. Selecting and evaluating a texthook. I Celce-Murcia and L. McIntosh, eds. Teaching English as a Second or Foreign Language (pp. 302-307). New Yorks Newbury Tove | g The Checklist Sle) elal= The Textbook & 8 2 2 g a, Subject matter 4 |. Does the subject matter cover a variety of topics appropriate to the interests a|alzfifo Of the learners for whom the textbook is intended (urban or rural environment: child or adult learners; male andior female students)? 2 [Is the ordering of materials done by topics or themes that are arranged in a logical fashion? 3. Is the content graded according to the needs ofthe students or the requirements Of the existing syllabus (if there is one)? 4. Is the material accurate and up-to-daee? b. Vocabulary and structures |. Does the vocabulary lead (i.e, the number of new words introduced every lesson) Seern to be reasonable for the students of that level? 2 Are the vocabulary items controlled to ensure systematic gradation from simple to complex items? 3. Is the new vocabulary repeated in subsequent lessons for reinforcement? 4, Does the sentence length seem reasonable for the students of that level? 5. Is the number of grammatical points as wall as their sequence appropriate? 6 Do the structures gradually increase in complexity to sult the growing reading abiley of the seudents? 7. Does the writer use current everyday language, and sentence structures that fllow normal word order? 8. Do the sentences and paragraphs follow one another in a logical sequence? 9. Are linguistic items introduced in meaningful situations to facilitate understanding and ensure assimilation and consolidation? «&. Brercises |. Do the exercises develop comprehension and test knowledge of main ideas, detai's and sequence of ideas? 2. Do the exercises involve voeabulary and structures which build up the learner's repertoire? 3. Do the exercises provide practice in diferant types of written work (sentence completion, speling and diction. guided corrpasition)? 4. Does the book provide a pattern of reviewr within lessons and cumuiatively test new materia 5. Do the exercises promote meeningful communication by referring to realistic activities and situstions? 4. userations Do illustrations ereata a favorable atmosphere for practice in reading and spelling by depicting realism and action? | 2. Are the illustrations clear, simple, and free of unnecessary details that may cenfuse | the learner? 3. Are che illustrations printed close enough to the text and directly related to the content to help the learner understand the printed text? l ‘Textbooks: Evaluation for Selection and Analysis for Implementation 425@. Physical make-up |. Is the cover of the book durable enough to withstand wear? 2. Is the text attractive (ie, cover, page appearance, tinding)? 3. Does the size of the book seem convenient for the students to handle? 4. Is the type size appropriate for the intended learners? The Teacher's Manual a. General features | |. Does the manual help the teacher understand the rationale of the Textbook (objectives, methodology)? 2. Does the manual guide the teacher to any set syllabus for that level? 3. Does the index of the manual guide the teacher to the vocabulary, structures, and topics found in the Textbook! | 4. Are corract or suggested answers provided for all of the exercises in the textboold 5. Is the rationale for the given sequence of grammar points clearly stated? b. Type and amount of supplementary exercises for each language skill |. Does the Manual provide matenal for training the students in listening and understanding the spoken language? 2. Does the Manual provide material for training the students in oral expression? 3. Does the Manual suggests adequate and varied oral exercises for relnforcing points of grammar presented in the textbook? 4 Doss the Manuel provide drils and exercises that onable the teacher to help the students build up their vocabulary? 5. Does the Manuel provide questions to help the teacher test the students’ reading comprehension? 6 Does the Manual provide adequate graded material for additional writing practice! & Methodologicalipedagogical guidance |. Doas the Manual help the teacher with each new type of lesson introduced? 2. Does the Manual provide suggestions to help the teacher review old lessons ‘and introduce new lessons? 3. Does the Manual provide practical suggestions for teaching prenunciatlon and inconation? 4. Does the manual provide suggestions to help the teacher introduce new reading passages! 5. Dots the Manual provide guidance to the teacher for introducing various types of written Work! 6 Does the Manual provide guidance to the teacher for evalusting written work and identifying the students’ most sericus mistakes? 7. Does the Manual advise the teacher on the use of audiovisual aids? | 4. Linguistic background information |. Does the Manual provide cantrastve information for the teacher on likely pronunciation problems? 2. Are English vocabulary items and English structures well explained? 3. Are lists of cognate words (true and false cognates) provided for the teacher? 4 Does the Manual provide information on grammar < help the teacher explain grammatical patterns presented in the lessons and anticipate likely problems (ie. data from contrastive analysis and error analysis)? 426 Unit V Skills for TeachersAPPENDIX B Textbook Evaluation Checklist Source: Patricia Byrd and Marianne Celce-Murcia Evaluation of the fc Yes Perhaps Probably not Absolutely nat ie, (@good fit) (anadequate {a poor fit). wrong for be fi) ee curriculum, | students, and/or teachers) fits curriculum/goals “* has appropriate linguistic content _* has appropriate thematic content hts the pedagogical and SLA philosophy Sir, Se _ of tho program/course 78 “OF fits the language skills of our teachers ‘fits the knowledge-base of our teachers ‘ : ae * provides explanations that can be used by our teachers * provides examples that can be used 2 _and expanded by our ceachers | * fits the needs and preferencas * of cur teachers _* provides in-book or instructor's mantal Suppor for teachers "Should the text be selected? i Textbooks: Evaluation for Selection and Analysis far Implementation