Abstract
Textbooks are an important resource for teachers. They help them to
assist students to learn the target language.
Textbooks are also the backbone of any school instruction as they
Textbook selection for EFL classes
ALGERIA
About Me
- Med -Moumen
- Annaba, Annaba, Algeria
- Head Teacher of English.
EXCLUSIVITY / MR. MOUMEN-MED / ANNABA
TABLE OF CONTENT
* Introduction:
* Chapter one: Textbook selection for the E.F.L Classroom.
- Introduction:…………………………………………….………....1
1/ Selection process steps………………………………….………....1
2/ Matching the textbook with the official syllabus and the course….1
3/ Reviewing the skills presented in the textbook………….……..….4
4/ Reviewing exercises and activities in the textbook…………..……6
Conclusion………………………………………………………..……8
*Chapter two: textbook usage in the E.F.L Classroom.
- Introduction……………………………………………………….....9 1/ Textbook actual use in the EFL classroom……………………..…...9
1-1/ A page by page approach. ………………………………......11
1-2/ A more eclectic and selective approach……………………..13
1-3/ An alternative approach……………………… …………...13
2/ Motivating students to use textbooks…………………………….15
3/ Evaluation of textbook use……………………………………….17
Conclusion……………………………………………………………18
* Conclusion………………………………………………………………...19
* Appendices.
(A)…………………………………………………………………….20
(B)…………………………………………………………………….21
(C)………………………………………………………………….…22
* Bibliography……………………………………………………………...23
Textbook selection and use for the E.F.L Classroom
INTRODUCTION
Teachers, learners, and textbooks constitute the basic “element” in any
foreign language class all around the world.
While learners have been the focus of a vast body of discussions and research
over the years, much less attention has been devoted to textbooks. Yet, in
many schools and language programmes, the text books used in the
classrooms constitute the curriculum.
If one wants to determine the objectives of a language programme, the
kind of syllabus being used, the skills being taught, the assumptions about
teaching and learning that the course embodies, textbooks and other
commercial materials in many situations represent the hidden curriculum of
many language courses and thus play a significant part in the process of
teaching and learning. As far as the definition of a textbook is concerned, the
Oxford English Dictionary defines a textbook as “a book used as a standard
work for the study of a particular subject”, keeping in mind that a “standard
work” implies that it is widely used and accepted. Indeed one meaning of the
world “Text” (Latin Textus) is gospel (The Christian’s sacred book).
So, a textbook is an important resource and guide that can help both
teachers and learners to teach and learn more effectively.
Textbook selection and use for the E.F.L Classroom
Chapter one:
Textbook selection for the E.F.L Classroom.
Page -1- Textbook selection and use for the E.F.L Classroom
The question of whether and how to use textbooks in teaching English
as a foreign language (E.F.L) has long been debated among professionals in
the field. However, even with the booming of new technologies that allow for
higher quality teacher generated materials, the demand for textbooks
continues to grow, and the editing industry responds with new series of
textbooks each year.
A textbook can serve different purposes for teachers: as a core resource,
as a source of supplementary material, as an inspiration for classroom
activities, or even as the curriculum itself.
1/ Selection process steps:
A practical, thorough, and straight forward method for choosing E.F.L
textbooks is to analyze the different options available according to programme
issues, going from broad goals and curriculum to specific exercises and
activities. The strategy behind this technique is to eliminate unsatisfactory
textbooks at each stage of analysis so that only the most appropriate ones are
left at the end, making the choice clearer and more manageable.
2/ Maching the textbook with the official syllabus and the course:
Prior to selecting a textbook, educators should thoroughly examine the
overall curriculum. If the general objectives and curricula are clear and well
defined, the parallels with certain textbooks may become obvious. For
Page -2- Textbook selection and use for the E.F.L Classroom
example, if one of the goals of the programme is to give students an
opportunity to interact with authentic texts, then books that use articles written
for native English speakers would be appropriate.
If the programme focusses on developing reading fluency, books
designed to support the development of reading skills would be appropriate.
At this point, another decision needs to be made as whether to choose a
textbook series or to use individual texts for each course.
There are advantages and disadvantages to each choice. Educators must
prioritize the factors of the textbook to make them more crucial to their
situation. A series has the advantage of standardizing content and approach
across levels, guaranteeing consistency of presentation of skills, spiralling of
vocabulary, and reasonable progression of text difficulty. However, this
regularity can become monotonous and predictable for learners and could
potentially cause on increase in negative attitudes towards the textbook or
even towards the course itself. Using individual textbooks allows for more
precise matching with course objectives and a greater variety in design and
content. Yet, there can be serious gaps in the material covered from one
textbook to the next .So, close communication among instructors across levels
is essential. But if such communication seems ineffective, a textbook series
may be a more sound choice.
Page -3- Textbook selection and use for the E.F.L Classroom
The next question to consider is how well the objectives of the textbook
match the objectives of the course. Ur(1996) identifies the need for thorough
and with great attention to cover the course objectives in the textbook.
The textbook needs to address a reasonable number of course objectives
to make it a worthwhile purchase for both teachers and students. A book that
addresses at least half of the course objectives is a good option. While every
instructor should supplement the textbook with self-created materials or
materials from other resources that reflect the unique needs of the class, a
textbook that can be used consistently within that classroom seems more
likely to be useful to both the instructor and students.
The next evaluation stage is identifying the appropriateness of the text
for the intended learners.
Some textbook authors provide a clear description of their intended
audience, while others are intentionally vague to try to appeal to a wide range
of situations, thereby increasing sales.
The textbook should meet the needs of the learners in several ways,
not only in terms of language objectives, but also to express facts and
emotions about themselves and their environment. Games, songs, crosswords,
riddles, jokes and other recreational activities are suggested to release the
tension of serious classroom work. These features bring a touch of
Page -4- Textbook selection and use for the E.F.L Classroom
authenticity and fun in the learning context. They make the practice of the
English language enjoyable and give the learners some insights into the target
language culture.
Students and teachers both want visually stimulating material that is
well organized and easy to follow. So layout, design, and organization should
be considered. The learners cultural backgrounds, ages, interests, and
purposes in acquiring the further language must also be considered.
The content of a textbook should be sensitive to a range of cultural
backgrounds and allow for comfortable and safe discussions of cross-cultural
experiences and concerns.
3/ Reviewing the skills presented in the textbook:
Improving learners language skills is frequently the main purpose of
E.F.L Programme. However, which skills are taught and how they are taught
differ from course to course and programme to programme. Therefore, the
effectiveness of each textbook in helping learners acquire the necessary skills
must be considered.
Page -5- Textbook selection and use for the E.F.L Classroom
Rating this effectiveness involves asking questions such as the following:
· Does the text focus on the skills it claims to focus on?
· Does it actually teach these skills or does it merely provide practice in
the skills students already have?
In terms of the first question, it is important to ensure, for example, that a
textbook claiming to teach reading skills focusses on engaging student in
critical analyses of different types of texts rather than focussing primarily on
listening or writing. An example of the second question would be a listening
textbook that provides students with ample information on how to develop
actual listening skills, such as how to listen for main ideas versus listening to
get details, to recognize organizational patterns, to take more valuable notes,
and so forth. In order to accomplish this, there should be evidence that the
text gives students adequate guidance on how to do these things. The
individual selecting the textbook must scrutinize the content carefully to
ensure that the publishers assertions are validated by the actual exercises and
activities contained in the textbook.
The importance of exploitation of learners` cognitive skills should not
be overlooked when evaluating a textbook.
A text should cover a wide range of these skills, especially higher order
skills such as analysis, synthesis, and evaluation. Several published evaluation
Page -6- Textbook selection and use for the E.F.L Classroom
checklists (e.g, Chall and Conrad, 1991; skierso; 1991) utilize bloom’s (1956)
taxonomy to assess the processes and skills that textbooks require learners to
perform. Textbooks that challenge students and force them to analyze and
synthesize information may be difficult, but they are also extremely
stimulating.
4/ Reviewing exercises and activities in the textbook:
When evaluating the quality of textbooks’ exercises or activities, four
key questions should be answered:
a- do the exercises and activities in the textbook contribute to learners`
language acquisition?
Many exercises included in textbooks are convenient for teachers but do
not contribute to students’ language development. Textbooks should include
exercises that give students opportunities to practise and extend their
language skills. For example, activities that require students to negociate
meaning in English (e.g, information gaps, gigsaw activities, role plays) may
support the development of speaking skills and will help students negociate
meaning in real life contexts.
b- Are the exercises balanced in their format, containing both
Controlled and free practice?
Controlled exercises refer to those that guide students to a single correct
Page -7- Textbook selection and use for the E.F.L Classroom
answer such as fill-in-the blank grammar activities, whereas free practice
involves exercises in which the answers are limited only by the students’
creativity and knowledge. This would include open-ended discussion
questions. At times, students will require more guidance in an activity,
especially when practising a structure or a function for the first time, for this
purpose, controlled exercises are effective. However, students should also be
given the chance to extend their experience with the language, and free
exercises allow this apportunity.
c- Are the exercises progressive as the students move through the
textbook?
Exercises should build on and reinforce what students have already
learned and should progress from simple both linguistically and cognitively-to
more complex. A textbook should require more from students as their
language skills develop, so they are continually stimulated and challenged.
d- Are the exercises varied and challenging?
Keeping students motivated and interested as they work through a
textbook is much easier if the students see something new in each chapter.
Familiarity and routine can be comforting, but too much familiarity can lead
to lack of interest and boredom. The textbook should fulfill its role as a
stimulusfor communication and not be simply an organizational tool for the
teacher.
Page -8- Textbook selection and use for the E.F.L Classroom
Conclusion:
Decisions related to textbook selection will affect teachers, students,
and the overall classroom dynamic. It is probably one of the most important
decisions facing E.F.L educators.
The use of an evaluation procedure or checklist (see appendix(A))can
lead to a more systematic and thorough examination of potential textbooks
and to enhanced outcomes for learners, instructors, and administrators. A
checklist (see appendix(A)) may be used or adapted as a tool to help E.F.L
educators who are deciding which textbooks may be most appropriate for their
classes.
Textbook selection and use for the E.F.L Classroom
Chapter two:
Textbook usage in the E.F.L Classroom.
Page -9- Textbook selection and use for the E.F.L Classroom
Teachers are constantly seeking for answers regarding textbooks. Some of
the very basic questions that preoccupy most teachers` minds are the following:
- which textbooks to use?
- how to use them?
- Whether to use them at all.
Textbooks can constitute an important part of a variety of learning
experiences for students. Textbooks provide essential facts and concepts,
gather sources of information, evaluate, analyze, and synthesize data, as well
as provide a“written authority” regarding a particular field or area of
knowledge.
1/ textbook actual use in the E.F.L classroom
Richard prégent (1994,p,103) suggests three ways of textbook usage in
the E.F.L classroom.
1.1/ A page by page approach:
The language teacher follows the textbook page by page and students
are assisted in various ways. They always comply to follow the teacher’s
usage of the textbook. They do not need to take as many notes, and they have
access to detailed organization and illustrations.
This approach, however, has several disadvantages and tends to make
students more or less passive learners.
Page -10- Textbook selection and use for the E.F.L Classroom
This approach tends to lead students to believe that once the class is
over, they have understood everything, and that the very fact of attending
class allows them to learn. This belief leads students into thinking that it is
useless to reread the textbook and to study regularly. They tend to think that
they can simply consult the textbook once again before the exam and do well.
To learn, students must process information, transpose (reformulate) it,
go over it again, extrapolate from it, arrive at conclusions by hypothesizing
from known facts, summarize the essential elements, test their understanding
through exercises, or at least answer questions. If they do not regularly engage
in such activities, they will learn less and have poor long-term recall abilities
and application skills.
Perhaps, one of the most important skills for the teacher to develop is
learning to use the textbook without simply repeating it by following the
textbook page by page, treating the important points from each chapter
(principles, key ideas, etc.) and giving examples not necessarily from the
textbook, and also covering the content in a certain way, while the textbook
presents it in a different way.
Page -11- Textbook selection and use for the E.F.L Classroom
The least desirable way to use a textbook is to show complete dependence
upon a single textbook during class and to expect students to basically
memorize content from that textbook. Not only would this be an example of
learning at the lowest cognitive level, it would signal to students that the
teacher has nothing more to add to what the students may learn from the
textbook, and that the teacher is not aware of other significant material or
resources available in the particular subject area.
Following the textbook page by page the way the teacher suggests in class and
use of class time basically to correspond in full to the book’s outline and
content.
This method of textual material would probably more commonly be
used by beginning teachers or in classes consisting primarily of first year
students rather than by more experienced teachers or among students enrolled
in these courses that are more advanced in the curriculum.
1.2/ A more eclectic and selective approach
When the teacher lectures on only the important points presented in the
textbook, he can more thoroughly focus an what is essential course content.
He has more time in class to examine carefully and in detail those essential
Page -12- Textbook selection and use for the E.F.L Classroom
aspects of the concepts, doctrine, etc., being considered, leaving the student
responsible for studying other minor details or aspects of the subject. Rather
than using class time to discuss those examples found in the text, the teacher
can present other examples born out of real life and institutions.
Time can also be taken into consideration for asking students questions
and allowing enough time to answer and discuss their questions.
Theoretically, this approach will cause students to be more active
intellectually. Because the teacher is not covering the textbook word by word,
the student will need to remain attentive. Since the teacher is not necessarily
lecturing on the content of the chapter according to the order found in the
textbook, students will need to remain alert to understand and record
logical connections, explanations and sequences of lesson presentation. One
significant effect that this use of the text has on students is that after class,
students will have the impression that the text offers them additional content
that will help them build on what they have gained from the teacher’s
presentation. Further more, the personal synthesis of the teacher will
significantly help the alert student to read the textbook in a more enlightened
manner.
Using a course textbook in this manner will result in covering less
content in class than presented in the text, but in more depth.
Page -13- Textbook selection and use for the E.F.L Classroom
Through the teacher’s process of synthesis, the examples presented in class
and the discussion that grows out of the exchange of questions, the teacher is
able to use class time to go beyond the limitations of the textbook content
without diverging or moving away from textbook content.
1.3/ An alternative approach
The teacher may decide to teach a subject using a completely different
outline or approach to the subject than what is presented in the course
textbook. It is the teacher`s task to bridge any distance that may exist
between the textbook and the requirements of the course and the students`
needs, lacks, and abilities. Many teachers do this by using a small part of
class time to clarify or supplement textual material, and the balance of the
time for discussion, application, and amplification of text materials.
Using a text appropriately is very much related to one’s teaching
perspective as an instructor.
When the teacher considers transfer of information to be his primary
objective, class time may tend to be used to be more repetitive of the textbook.
When chapters or portions of chapters included in the textbook are not
useful, the teacher will probably choose to delete the material from the course.
The teacher should be aware, however, that omitting material that is in the
Page -14- Textbook selection and use for the E.F.L Classroom
textbook makes many students feel that they are missing something very
important.
If a textbook does not provide a balance of content in the divisions of a
course of study, the emphasis on one area may need to be cut down and/or
some neglected area(s) supplemented from other sources.
If the book is not clearly outlined or suitably sequenced, the teacher
may need to make his own outline of content, re-sequencing the topics in the
book if necessary, and then assign textbook passages and supplementary
readings to match his own teacher-made outline. If the author has written the
book in a systematic sequence, building one concept up on another, using
learning from earlier chapters to go deeper into later topics, there may be good
reasons for following the author’s order. Since most teachers will desire to
make at least a few changes in the order in which material is presented in most
textbooks. However, it is recommended that “skipping around” be kept to a
minimum.
In institutions where the reading level of the textbook is above the
reading ability of students, the teacher must plan to bridge whatever gaps and
lacks that may exist between the textbook and the students by using a well
planned strategy. This might include supplying adequate preparation for the
passage before the reading assignement is made, giving students clear
Page -15- Textbook selection and use for the E.F.L Classroom
guidance as to specific information they will be required to gain from the
passage. The teacher will need to create opportunities to immediately check
on students’comprehension and clarify or correct their answers when
necessary.
In those more desirable situations in which the textbook reading level is
well suited to student’s abilities, the practice of making interesting
introduction to new topics, including explanations of important new concepts
students will encounter, and giving advance study questions for use while
reading the assignement will greatly increase the efficiency of the reading
exercise. This will promote more fluent reading resulting in better
comprehension, more profitable class discussion periods, higher achievement
of quizzes and tests, and will leave more time for enrichment of the subject
area from other resources and materials.
2/ Motivating students to use textbooks
Whatever approach taken regarding textbook use, a textbook must be
read to be worthwhile. A though some may feel that it is difficult to get
students to read, they will read willingly if the task seems essential and
appealing.
Prégent Richard ( 1994,p.105) offers some excellent advices to help the
Page -16- Textbook selection and use for the E.F.L Classroom
teacher encourage students to read the textbook. He advises the teacher to plan
to use the textbook in class, and insists on the importance of personal daily
study. The teacher should indicate, during lecture or presentation the page
numbers or illustrations that support what the teacher is presenting. At the end
of each class, the teacher should give students precise instructions concerning
the pages to read or the next reading assignement.
The teacher should assign students` tasks that require reading, answering a
question, establishing a comparison between two points of view, etc. The
teacher should work with the reading assignements at least once a week, in
some way, as long as it reinforces students study of the textbook and
answering questions, writing study questions based on reading assignements,
etc. The teacher should solicit questions from the students about their
readings, either verbally during class or in writing. He should also ask
students, during the term, what they think of the textbook. This allows those
who have been reading the textbook to confirm its value. It may also
encourage those who have not been reading it to do so.
Occasionally, the teacher should ask students about their reading and
study habits, but if they are not consistent, he tries to help them improve their
reading and study habits. The teacher should create ways to get students into
all of the resources of the textbook. Table of contents, index, bibliography,
glossary, problems or questions at the end of the chapters, summaries, etc.
Page -17- Textbook selection and use for the E.F.L Classroom
3/ Evaluation of textbook use
Johnson presents some excellent observations in terms of advantages
and disadvantages of using textbooks (1990, pp.8,9). Textbooks should
contain an organized, sequential approach to the study of a subject. They
should include pertinent illustration, graphs, maps, and diagrams. They should
present a large amount of information efficiently.
Textbook contribute to foster motivation if the expert’s insights are
presented in an exciting and challenging way. They should provide
opportunities for students to reason and expand their understanding if the
author has inserted key questions through out the text. They reduce the in-
class time needed for-integrating content, allowing for application, analysis,
and problem solving. However there are some disadvantages in using
textbooks.
Textbooks become out dated very quickly. Instructors may rely on
textbooks as the only source for content instead of using the information in the
book to build concepts, illustrations, examples, and theories in the context of
their students background. It takes time to select good textbooks. Textbooks
may become a means for writing course objectives. It is therefore very
important to select textbooks according to one’s objectives and not let
Page -18- Textbook selection and use for the E.F.L Classroom
textbooks determine one’s objectives. Textbooks allow little or no room to
select content from more current sources if the teacher follows them blindly.
Conclusion:
In a very true sense, this chapter has focussed on engineering and
artistry. Among many other characteristics, a teacher must have the skill of an
engineer, the talent of an artist when working with students. The special skills
of the engineer are needed when designing and preparing for a course of duty;
the talent of the artist when applying course content to life and institution.
The experienced teacher is aware that the matter of textbook selection
and use is a never ending process for the teacher who desires to excel and
remain effective with both students and course content.
A good teacher is the one who continues to acquire and improve those
skills that are essential to good instruction. Good teaching is based on lifelong
permanent training and renewal.
Page -19- Textbook selection and use for the E.F.L Classroom
Conclusion
Even if the textbook is a very effective and interesting material, it is
possible for teachers to be relatively uninvolved in teaching, and to see their
role simply as presenters of material contained in the textbook. To avoid this
possibility, it is essential to give teachers the knowledge and skills needed to
evaluate and adapt textbooks in order to use them as sources for creative
adaptation. In this way, the potential negative impact of using textbooks can
be minimized and they can find their rightful place in the educational system
namely as resources to support and facilitate teaching rather than dominate it.
In fact, a textbook is very vital for both teacher and students.
Page -20- Textbook selection and use for the E.F.L Classroom
Appendix (A) Prégent, Richard, 1994, Magna publications, WI (USA).
Checklist for ESL Textbook selection
A. program and course yes / no
Does the textbook support the goals
And curriculum of the program? …………/………...
Is the textbook part of a series, and if so,
would using the entire series be appropriate? …………/………...
Are a sufficient number of the course objectives
addressed by the textbook? …………/………...
was this textbook written for learners of this
age group and background? …………/………...
Does the textbook reflect learner’s preferences
in terms of layout, design, and organization? …………/………...
Is the textbook sensitive to the culture a background
and interests of the students? …………/………...
B. Skills
Are the skills presented in the textbook appropriate
to the course? …………/………...
does the textbook provide learners with adequate
guidance as they are acquiring these skills? …………/………...
Do the skills that are presented in the textbook
include a wide range of cognitive skills that will be
challenging to learners? …………/………...
C. Exercises and Activities
Do the exercises and activities in the textbook promote
learner’s language development? …………/………...
Is there a balance between controlled and free exercises? …………/………...
Do the exercises and activities reinforce what students have
already learned and represent a progression from simple
to more complex? …………/………...
Are the exercises and activities varied in format so that they
will continually motivate and challenge learners? …………/………... D. Practical Concerns
Is the textbook available? …………/………...
Can the textbook be obtained in a timely manner? …………/………...
Is the textbook cost-effective? …………/………...
Page -21- Textbook selection and use for the E.F.L Classroom
Appendix (B): Prégent, Richard, 1994, Magna publications, WI (USA).
Questions for personal Review or faculty meetings.
1. Does your school have any official textbook selection policies or procedures? If not, what advantages might result from establishing a textbook selection policy statement for your school?
2. Are there any additional items that you or other teachers in your school would add to the checklist for selecting textbooks?
3. What items do you consider to be the most important when selecting textbooks for your classes? Why are these considerations the most important to you?
4. What suggestions do you have in order to improve the number of textbook selection sources available to the faculty members in your school?
5. Are there particular courses of study in your curriculum that would justify being taught without using a course textbook? If so, which ones might these be?
6. What are the primary sources available for textbook selection in your educational institution?
7. Discuss ways that are being used by faculty members to encourage students to read textbooks. Which approaches being used are most effective?
8. If it would be culturally acceptable, in what ways can students (or graduates) evaluate course textbooks materials?
9. Are there subjects in your school curriculum that need a textbook to be written for the course or existing materials that need to be translates? What realistic steps need to be taken in order for this process to be successfully completed?
Page -22- Textbook selection and use for the E.F.L Classroom
Appendix (C):
Evaluation of an ideal textbook.
1- Table of contents with subdivisions of each chapter listed under the chapter title. Does the author provide an outline of the book in the table of contents? Do topics correspond to objectives for the course? Is there adequate and balanced coverage of the content area as prescribed by the course description? Are topics arranged in a usable sequence? Can they be adapted without disrupting the usefulness of the book?
2- Preface. Does the author give a good overview in the preface regarding where the book is going and the type of audience he/she is addressing?
3- Introductory statements paragraphs to begin each chapter or major selection.
4- Clear and well marked divisions of content within chapters. Are there titles, headlines, subheadings to help the student visualize the organization and relationship of content?
5- Summary sections of paragraphs at the end of each major division or chapter.
6- Reading level. Does the textbook contain readable language which is suitable for the reading level of the students who will be using it? Do students have a sufficient background to understand the author’s material?
7- Illustrations. Are these accurate, properly captioned, and placed near the related text? Are the illustrations clear and culturally relevant?
8- Study questions or quizzes at the end of chapters. Does the author include discussion and review questions and/or examination items related to the content and concepts as presented in the chapter?
9- Lists of related readings at the end of chapters and/or a comprehensive bibliography at the end of the book. Are there study aids? Do they help students generalize, apply and/or evaluate content, simulate critical thinking, or require problem-solving? For example, after the author presents some important information, does he/she challenge readers with a simulated happening or a real problem to solve?
Page -23- Textbook selection and use for the E.F.L Classroom
10-Appendices, where applicable, containing additional helpful information closely related to the book’s content.
11- An index and /or glossary of terms as used in the text. Does the author provide an index complete with key words and important terms?
BIBLIOGRAPHY
1- Bloom, B.S.(Ed).(1956).Taxonomy Of Educational Objectives.
The Classification Of Educational Gaols.
Handbook I, cognitive domain. New York.
Longmans, Green.
2- Chall, J.S.,& Conrad, s. s.(1991). .Should Textbooks Challenge
Student?
New York: teachers college press.
3- Cunnings Swarth, A. (1984).Evaluating And Selecting
E.F.L Teaching Materials.
London: Heinemann.
4- Eble, Kenneth E. (1976). The Craft Of Teaching.
San Francisco and London.
Jassey-Bass publishers.
5- Johnson, Glenn Ross.(1990).First steps to Excellence
in college teaching.
Madison, WI: Magna publication.
6- Mc keachie, Wilbert J. (1978). Teaching Tips: A Guide Book For
The Beginning College Teaching. Seventh Edition.
Lexington: MA: D.C. Heath and company.
7- Prégent, Richard. (1994). Chorting Your Course: Hou To prepare To
Teach More Effectively.
Madison, WI: Magna publication.
8- Sheldon, L.E.(1988). Evaluating E.L.T Textbooks and materials.
E.L.T journal 42 (4).237 -246.
9- Skierso, A. (1991).Textbook Selection And Evaluation.
In M. Celce-Murcia (ed.), Teaching English as
Foreign language (PP.432-453).
Boston: Heinle and Heinle.
10-Ur, P(1996). A Course in Language Teaching:
Practice & Theory.
Cambridge: Cambridge University press.
· Websites:
· 1- http:www.cal.org/resources/digest/0210/organizer.html
· 2- http://urd.ucu.cl//importationes/teaching-learning/APEO-Faculty-Manual/chp6.htm
* Introduction:
* Chapter one: Textbook selection for the E.F.L Classroom.
- Introduction:…………………………………………….………....1
1/ Selection process steps………………………………….………....1
2/ Matching the textbook with the official syllabus and the course….1
3/ Reviewing the skills presented in the textbook………….……..….4
4/ Reviewing exercises and activities in the textbook…………..……6
Conclusion………………………………………………………..……8
*Chapter two: textbook usage in the E.F.L Classroom.
- Introduction……………………………………………………….....9 1/ Textbook actual use in the EFL classroom……………………..…...9
1-1/ A page by page approach. ………………………………......11
1-2/ A more eclectic and selective approach……………………..13
1-3/ An alternative approach……………………… …………...13
2/ Motivating students to use textbooks…………………………….15
3/ Evaluation of textbook use……………………………………….17
Conclusion……………………………………………………………18
* Conclusion………………………………………………………………...19
* Appendices.
(A)…………………………………………………………………….20
(B)…………………………………………………………………….21
(C)………………………………………………………………….…22
* Bibliography……………………………………………………………...23
Textbook selection and use for the E.F.L Classroom
INTRODUCTION
Teachers, learners, and textbooks constitute the basic “element” in any
foreign language class all around the world.
While learners have been the focus of a vast body of discussions and research
over the years, much less attention has been devoted to textbooks. Yet, in
many schools and language programmes, the text books used in the
classrooms constitute the curriculum.
If one wants to determine the objectives of a language programme, the
kind of syllabus being used, the skills being taught, the assumptions about
teaching and learning that the course embodies, textbooks and other
commercial materials in many situations represent the hidden curriculum of
many language courses and thus play a significant part in the process of
teaching and learning. As far as the definition of a textbook is concerned, the
Oxford English Dictionary defines a textbook as “a book used as a standard
work for the study of a particular subject”, keeping in mind that a “standard
work” implies that it is widely used and accepted. Indeed one meaning of the
world “Text” (Latin Textus) is gospel (The Christian’s sacred book).
So, a textbook is an important resource and guide that can help both
teachers and learners to teach and learn more effectively.
Textbook selection and use for the E.F.L Classroom
Chapter one:
Textbook selection for the E.F.L Classroom.
Page -1- Textbook selection and use for the E.F.L Classroom
The question of whether and how to use textbooks in teaching English
as a foreign language (E.F.L) has long been debated among professionals in
the field. However, even with the booming of new technologies that allow for
higher quality teacher generated materials, the demand for textbooks
continues to grow, and the editing industry responds with new series of
textbooks each year.
A textbook can serve different purposes for teachers: as a core resource,
as a source of supplementary material, as an inspiration for classroom
activities, or even as the curriculum itself.
1/ Selection process steps:
A practical, thorough, and straight forward method for choosing E.F.L
textbooks is to analyze the different options available according to programme
issues, going from broad goals and curriculum to specific exercises and
activities. The strategy behind this technique is to eliminate unsatisfactory
textbooks at each stage of analysis so that only the most appropriate ones are
left at the end, making the choice clearer and more manageable.
2/ Maching the textbook with the official syllabus and the course:
Prior to selecting a textbook, educators should thoroughly examine the
overall curriculum. If the general objectives and curricula are clear and well
defined, the parallels with certain textbooks may become obvious. For
Page -2- Textbook selection and use for the E.F.L Classroom
example, if one of the goals of the programme is to give students an
opportunity to interact with authentic texts, then books that use articles written
for native English speakers would be appropriate.
If the programme focusses on developing reading fluency, books
designed to support the development of reading skills would be appropriate.
At this point, another decision needs to be made as whether to choose a
textbook series or to use individual texts for each course.
There are advantages and disadvantages to each choice. Educators must
prioritize the factors of the textbook to make them more crucial to their
situation. A series has the advantage of standardizing content and approach
across levels, guaranteeing consistency of presentation of skills, spiralling of
vocabulary, and reasonable progression of text difficulty. However, this
regularity can become monotonous and predictable for learners and could
potentially cause on increase in negative attitudes towards the textbook or
even towards the course itself. Using individual textbooks allows for more
precise matching with course objectives and a greater variety in design and
content. Yet, there can be serious gaps in the material covered from one
textbook to the next .So, close communication among instructors across levels
is essential. But if such communication seems ineffective, a textbook series
may be a more sound choice.
Page -3- Textbook selection and use for the E.F.L Classroom
The next question to consider is how well the objectives of the textbook
match the objectives of the course. Ur(1996) identifies the need for thorough
and with great attention to cover the course objectives in the textbook.
The textbook needs to address a reasonable number of course objectives
to make it a worthwhile purchase for both teachers and students. A book that
addresses at least half of the course objectives is a good option. While every
instructor should supplement the textbook with self-created materials or
materials from other resources that reflect the unique needs of the class, a
textbook that can be used consistently within that classroom seems more
likely to be useful to both the instructor and students.
The next evaluation stage is identifying the appropriateness of the text
for the intended learners.
Some textbook authors provide a clear description of their intended
audience, while others are intentionally vague to try to appeal to a wide range
of situations, thereby increasing sales.
The textbook should meet the needs of the learners in several ways,
not only in terms of language objectives, but also to express facts and
emotions about themselves and their environment. Games, songs, crosswords,
riddles, jokes and other recreational activities are suggested to release the
tension of serious classroom work. These features bring a touch of
Page -4- Textbook selection and use for the E.F.L Classroom
authenticity and fun in the learning context. They make the practice of the
English language enjoyable and give the learners some insights into the target
language culture.
Students and teachers both want visually stimulating material that is
well organized and easy to follow. So layout, design, and organization should
be considered. The learners cultural backgrounds, ages, interests, and
purposes in acquiring the further language must also be considered.
The content of a textbook should be sensitive to a range of cultural
backgrounds and allow for comfortable and safe discussions of cross-cultural
experiences and concerns.
3/ Reviewing the skills presented in the textbook:
Improving learners language skills is frequently the main purpose of
E.F.L Programme. However, which skills are taught and how they are taught
differ from course to course and programme to programme. Therefore, the
effectiveness of each textbook in helping learners acquire the necessary skills
must be considered.
Page -5- Textbook selection and use for the E.F.L Classroom
Rating this effectiveness involves asking questions such as the following:
· Does the text focus on the skills it claims to focus on?
· Does it actually teach these skills or does it merely provide practice in
the skills students already have?
In terms of the first question, it is important to ensure, for example, that a
textbook claiming to teach reading skills focusses on engaging student in
critical analyses of different types of texts rather than focussing primarily on
listening or writing. An example of the second question would be a listening
textbook that provides students with ample information on how to develop
actual listening skills, such as how to listen for main ideas versus listening to
get details, to recognize organizational patterns, to take more valuable notes,
and so forth. In order to accomplish this, there should be evidence that the
text gives students adequate guidance on how to do these things. The
individual selecting the textbook must scrutinize the content carefully to
ensure that the publishers assertions are validated by the actual exercises and
activities contained in the textbook.
The importance of exploitation of learners` cognitive skills should not
be overlooked when evaluating a textbook.
A text should cover a wide range of these skills, especially higher order
skills such as analysis, synthesis, and evaluation. Several published evaluation
Page -6- Textbook selection and use for the E.F.L Classroom
checklists (e.g, Chall and Conrad, 1991; skierso; 1991) utilize bloom’s (1956)
taxonomy to assess the processes and skills that textbooks require learners to
perform. Textbooks that challenge students and force them to analyze and
synthesize information may be difficult, but they are also extremely
stimulating.
4/ Reviewing exercises and activities in the textbook:
When evaluating the quality of textbooks’ exercises or activities, four
key questions should be answered:
a- do the exercises and activities in the textbook contribute to learners`
language acquisition?
Many exercises included in textbooks are convenient for teachers but do
not contribute to students’ language development. Textbooks should include
exercises that give students opportunities to practise and extend their
language skills. For example, activities that require students to negociate
meaning in English (e.g, information gaps, gigsaw activities, role plays) may
support the development of speaking skills and will help students negociate
meaning in real life contexts.
b- Are the exercises balanced in their format, containing both
Controlled and free practice?
Controlled exercises refer to those that guide students to a single correct
Page -7- Textbook selection and use for the E.F.L Classroom
answer such as fill-in-the blank grammar activities, whereas free practice
involves exercises in which the answers are limited only by the students’
creativity and knowledge. This would include open-ended discussion
questions. At times, students will require more guidance in an activity,
especially when practising a structure or a function for the first time, for this
purpose, controlled exercises are effective. However, students should also be
given the chance to extend their experience with the language, and free
exercises allow this apportunity.
c- Are the exercises progressive as the students move through the
textbook?
Exercises should build on and reinforce what students have already
learned and should progress from simple both linguistically and cognitively-to
more complex. A textbook should require more from students as their
language skills develop, so they are continually stimulated and challenged.
d- Are the exercises varied and challenging?
Keeping students motivated and interested as they work through a
textbook is much easier if the students see something new in each chapter.
Familiarity and routine can be comforting, but too much familiarity can lead
to lack of interest and boredom. The textbook should fulfill its role as a
stimulusfor communication and not be simply an organizational tool for the
teacher.
Page -8- Textbook selection and use for the E.F.L Classroom
Conclusion:
Decisions related to textbook selection will affect teachers, students,
and the overall classroom dynamic. It is probably one of the most important
decisions facing E.F.L educators.
The use of an evaluation procedure or checklist (see appendix(A))can
lead to a more systematic and thorough examination of potential textbooks
and to enhanced outcomes for learners, instructors, and administrators. A
checklist (see appendix(A)) may be used or adapted as a tool to help E.F.L
educators who are deciding which textbooks may be most appropriate for their
classes.
Textbook selection and use for the E.F.L Classroom
Chapter two:
Textbook usage in the E.F.L Classroom.
Page -9- Textbook selection and use for the E.F.L Classroom
Teachers are constantly seeking for answers regarding textbooks. Some of
the very basic questions that preoccupy most teachers` minds are the following:
- which textbooks to use?
- how to use them?
- Whether to use them at all.
Textbooks can constitute an important part of a variety of learning
experiences for students. Textbooks provide essential facts and concepts,
gather sources of information, evaluate, analyze, and synthesize data, as well
as provide a“written authority” regarding a particular field or area of
knowledge.
1/ textbook actual use in the E.F.L classroom
Richard prégent (1994,p,103) suggests three ways of textbook usage in
the E.F.L classroom.
1.1/ A page by page approach:
The language teacher follows the textbook page by page and students
are assisted in various ways. They always comply to follow the teacher’s
usage of the textbook. They do not need to take as many notes, and they have
access to detailed organization and illustrations.
This approach, however, has several disadvantages and tends to make
students more or less passive learners.
Page -10- Textbook selection and use for the E.F.L Classroom
This approach tends to lead students to believe that once the class is
over, they have understood everything, and that the very fact of attending
class allows them to learn. This belief leads students into thinking that it is
useless to reread the textbook and to study regularly. They tend to think that
they can simply consult the textbook once again before the exam and do well.
To learn, students must process information, transpose (reformulate) it,
go over it again, extrapolate from it, arrive at conclusions by hypothesizing
from known facts, summarize the essential elements, test their understanding
through exercises, or at least answer questions. If they do not regularly engage
in such activities, they will learn less and have poor long-term recall abilities
and application skills.
Perhaps, one of the most important skills for the teacher to develop is
learning to use the textbook without simply repeating it by following the
textbook page by page, treating the important points from each chapter
(principles, key ideas, etc.) and giving examples not necessarily from the
textbook, and also covering the content in a certain way, while the textbook
presents it in a different way.
Page -11- Textbook selection and use for the E.F.L Classroom
The least desirable way to use a textbook is to show complete dependence
upon a single textbook during class and to expect students to basically
memorize content from that textbook. Not only would this be an example of
learning at the lowest cognitive level, it would signal to students that the
teacher has nothing more to add to what the students may learn from the
textbook, and that the teacher is not aware of other significant material or
resources available in the particular subject area.
Following the textbook page by page the way the teacher suggests in class and
use of class time basically to correspond in full to the book’s outline and
content.
This method of textual material would probably more commonly be
used by beginning teachers or in classes consisting primarily of first year
students rather than by more experienced teachers or among students enrolled
in these courses that are more advanced in the curriculum.
1.2/ A more eclectic and selective approach
When the teacher lectures on only the important points presented in the
textbook, he can more thoroughly focus an what is essential course content.
He has more time in class to examine carefully and in detail those essential
Page -12- Textbook selection and use for the E.F.L Classroom
aspects of the concepts, doctrine, etc., being considered, leaving the student
responsible for studying other minor details or aspects of the subject. Rather
than using class time to discuss those examples found in the text, the teacher
can present other examples born out of real life and institutions.
Time can also be taken into consideration for asking students questions
and allowing enough time to answer and discuss their questions.
Theoretically, this approach will cause students to be more active
intellectually. Because the teacher is not covering the textbook word by word,
the student will need to remain attentive. Since the teacher is not necessarily
lecturing on the content of the chapter according to the order found in the
textbook, students will need to remain alert to understand and record
logical connections, explanations and sequences of lesson presentation. One
significant effect that this use of the text has on students is that after class,
students will have the impression that the text offers them additional content
that will help them build on what they have gained from the teacher’s
presentation. Further more, the personal synthesis of the teacher will
significantly help the alert student to read the textbook in a more enlightened
manner.
Using a course textbook in this manner will result in covering less
content in class than presented in the text, but in more depth.
Page -13- Textbook selection and use for the E.F.L Classroom
Through the teacher’s process of synthesis, the examples presented in class
and the discussion that grows out of the exchange of questions, the teacher is
able to use class time to go beyond the limitations of the textbook content
without diverging or moving away from textbook content.
1.3/ An alternative approach
The teacher may decide to teach a subject using a completely different
outline or approach to the subject than what is presented in the course
textbook. It is the teacher`s task to bridge any distance that may exist
between the textbook and the requirements of the course and the students`
needs, lacks, and abilities. Many teachers do this by using a small part of
class time to clarify or supplement textual material, and the balance of the
time for discussion, application, and amplification of text materials.
Using a text appropriately is very much related to one’s teaching
perspective as an instructor.
When the teacher considers transfer of information to be his primary
objective, class time may tend to be used to be more repetitive of the textbook.
When chapters or portions of chapters included in the textbook are not
useful, the teacher will probably choose to delete the material from the course.
The teacher should be aware, however, that omitting material that is in the
Page -14- Textbook selection and use for the E.F.L Classroom
textbook makes many students feel that they are missing something very
important.
If a textbook does not provide a balance of content in the divisions of a
course of study, the emphasis on one area may need to be cut down and/or
some neglected area(s) supplemented from other sources.
If the book is not clearly outlined or suitably sequenced, the teacher
may need to make his own outline of content, re-sequencing the topics in the
book if necessary, and then assign textbook passages and supplementary
readings to match his own teacher-made outline. If the author has written the
book in a systematic sequence, building one concept up on another, using
learning from earlier chapters to go deeper into later topics, there may be good
reasons for following the author’s order. Since most teachers will desire to
make at least a few changes in the order in which material is presented in most
textbooks. However, it is recommended that “skipping around” be kept to a
minimum.
In institutions where the reading level of the textbook is above the
reading ability of students, the teacher must plan to bridge whatever gaps and
lacks that may exist between the textbook and the students by using a well
planned strategy. This might include supplying adequate preparation for the
passage before the reading assignement is made, giving students clear
Page -15- Textbook selection and use for the E.F.L Classroom
guidance as to specific information they will be required to gain from the
passage. The teacher will need to create opportunities to immediately check
on students’comprehension and clarify or correct their answers when
necessary.
In those more desirable situations in which the textbook reading level is
well suited to student’s abilities, the practice of making interesting
introduction to new topics, including explanations of important new concepts
students will encounter, and giving advance study questions for use while
reading the assignement will greatly increase the efficiency of the reading
exercise. This will promote more fluent reading resulting in better
comprehension, more profitable class discussion periods, higher achievement
of quizzes and tests, and will leave more time for enrichment of the subject
area from other resources and materials.
2/ Motivating students to use textbooks
Whatever approach taken regarding textbook use, a textbook must be
read to be worthwhile. A though some may feel that it is difficult to get
students to read, they will read willingly if the task seems essential and
appealing.
Prégent Richard ( 1994,p.105) offers some excellent advices to help the
Page -16- Textbook selection and use for the E.F.L Classroom
teacher encourage students to read the textbook. He advises the teacher to plan
to use the textbook in class, and insists on the importance of personal daily
study. The teacher should indicate, during lecture or presentation the page
numbers or illustrations that support what the teacher is presenting. At the end
of each class, the teacher should give students precise instructions concerning
the pages to read or the next reading assignement.
The teacher should assign students` tasks that require reading, answering a
question, establishing a comparison between two points of view, etc. The
teacher should work with the reading assignements at least once a week, in
some way, as long as it reinforces students study of the textbook and
answering questions, writing study questions based on reading assignements,
etc. The teacher should solicit questions from the students about their
readings, either verbally during class or in writing. He should also ask
students, during the term, what they think of the textbook. This allows those
who have been reading the textbook to confirm its value. It may also
encourage those who have not been reading it to do so.
Occasionally, the teacher should ask students about their reading and
study habits, but if they are not consistent, he tries to help them improve their
reading and study habits. The teacher should create ways to get students into
all of the resources of the textbook. Table of contents, index, bibliography,
glossary, problems or questions at the end of the chapters, summaries, etc.
Page -17- Textbook selection and use for the E.F.L Classroom
3/ Evaluation of textbook use
Johnson presents some excellent observations in terms of advantages
and disadvantages of using textbooks (1990, pp.8,9). Textbooks should
contain an organized, sequential approach to the study of a subject. They
should include pertinent illustration, graphs, maps, and diagrams. They should
present a large amount of information efficiently.
Textbook contribute to foster motivation if the expert’s insights are
presented in an exciting and challenging way. They should provide
opportunities for students to reason and expand their understanding if the
author has inserted key questions through out the text. They reduce the in-
class time needed for-integrating content, allowing for application, analysis,
and problem solving. However there are some disadvantages in using
textbooks.
Textbooks become out dated very quickly. Instructors may rely on
textbooks as the only source for content instead of using the information in the
book to build concepts, illustrations, examples, and theories in the context of
their students background. It takes time to select good textbooks. Textbooks
may become a means for writing course objectives. It is therefore very
important to select textbooks according to one’s objectives and not let
Page -18- Textbook selection and use for the E.F.L Classroom
textbooks determine one’s objectives. Textbooks allow little or no room to
select content from more current sources if the teacher follows them blindly.
Conclusion:
In a very true sense, this chapter has focussed on engineering and
artistry. Among many other characteristics, a teacher must have the skill of an
engineer, the talent of an artist when working with students. The special skills
of the engineer are needed when designing and preparing for a course of duty;
the talent of the artist when applying course content to life and institution.
The experienced teacher is aware that the matter of textbook selection
and use is a never ending process for the teacher who desires to excel and
remain effective with both students and course content.
A good teacher is the one who continues to acquire and improve those
skills that are essential to good instruction. Good teaching is based on lifelong
permanent training and renewal.
Page -19- Textbook selection and use for the E.F.L Classroom
Conclusion
Even if the textbook is a very effective and interesting material, it is
possible for teachers to be relatively uninvolved in teaching, and to see their
role simply as presenters of material contained in the textbook. To avoid this
possibility, it is essential to give teachers the knowledge and skills needed to
evaluate and adapt textbooks in order to use them as sources for creative
adaptation. In this way, the potential negative impact of using textbooks can
be minimized and they can find their rightful place in the educational system
namely as resources to support and facilitate teaching rather than dominate it.
In fact, a textbook is very vital for both teacher and students.
Page -20- Textbook selection and use for the E.F.L Classroom
Appendix (A) Prégent, Richard, 1994, Magna publications, WI (USA).
Checklist for ESL Textbook selection
A. program and course yes / no
Does the textbook support the goals
And curriculum of the program? …………/………...
Is the textbook part of a series, and if so,
would using the entire series be appropriate? …………/………...
Are a sufficient number of the course objectives
addressed by the textbook? …………/………...
was this textbook written for learners of this
age group and background? …………/………...
Does the textbook reflect learner’s preferences
in terms of layout, design, and organization? …………/………...
Is the textbook sensitive to the culture a background
and interests of the students? …………/………...
B. Skills
Are the skills presented in the textbook appropriate
to the course? …………/………...
does the textbook provide learners with adequate
guidance as they are acquiring these skills? …………/………...
Do the skills that are presented in the textbook
include a wide range of cognitive skills that will be
challenging to learners? …………/………...
C. Exercises and Activities
Do the exercises and activities in the textbook promote
learner’s language development? …………/………...
Is there a balance between controlled and free exercises? …………/………...
Do the exercises and activities reinforce what students have
already learned and represent a progression from simple
to more complex? …………/………...
Are the exercises and activities varied in format so that they
will continually motivate and challenge learners? …………/………... D. Practical Concerns
Is the textbook available? …………/………...
Can the textbook be obtained in a timely manner? …………/………...
Is the textbook cost-effective? …………/………...
Page -21- Textbook selection and use for the E.F.L Classroom
Appendix (B): Prégent, Richard, 1994, Magna publications, WI (USA).
Questions for personal Review or faculty meetings.
1. Does your school have any official textbook selection policies or procedures? If not, what advantages might result from establishing a textbook selection policy statement for your school?
2. Are there any additional items that you or other teachers in your school would add to the checklist for selecting textbooks?
3. What items do you consider to be the most important when selecting textbooks for your classes? Why are these considerations the most important to you?
4. What suggestions do you have in order to improve the number of textbook selection sources available to the faculty members in your school?
5. Are there particular courses of study in your curriculum that would justify being taught without using a course textbook? If so, which ones might these be?
6. What are the primary sources available for textbook selection in your educational institution?
7. Discuss ways that are being used by faculty members to encourage students to read textbooks. Which approaches being used are most effective?
8. If it would be culturally acceptable, in what ways can students (or graduates) evaluate course textbooks materials?
9. Are there subjects in your school curriculum that need a textbook to be written for the course or existing materials that need to be translates? What realistic steps need to be taken in order for this process to be successfully completed?
Page -22- Textbook selection and use for the E.F.L Classroom
Appendix (C):
Evaluation of an ideal textbook.
1- Table of contents with subdivisions of each chapter listed under the chapter title. Does the author provide an outline of the book in the table of contents? Do topics correspond to objectives for the course? Is there adequate and balanced coverage of the content area as prescribed by the course description? Are topics arranged in a usable sequence? Can they be adapted without disrupting the usefulness of the book?
2- Preface. Does the author give a good overview in the preface regarding where the book is going and the type of audience he/she is addressing?
3- Introductory statements paragraphs to begin each chapter or major selection.
4- Clear and well marked divisions of content within chapters. Are there titles, headlines, subheadings to help the student visualize the organization and relationship of content?
5- Summary sections of paragraphs at the end of each major division or chapter.
6- Reading level. Does the textbook contain readable language which is suitable for the reading level of the students who will be using it? Do students have a sufficient background to understand the author’s material?
7- Illustrations. Are these accurate, properly captioned, and placed near the related text? Are the illustrations clear and culturally relevant?
8- Study questions or quizzes at the end of chapters. Does the author include discussion and review questions and/or examination items related to the content and concepts as presented in the chapter?
9- Lists of related readings at the end of chapters and/or a comprehensive bibliography at the end of the book. Are there study aids? Do they help students generalize, apply and/or evaluate content, simulate critical thinking, or require problem-solving? For example, after the author presents some important information, does he/she challenge readers with a simulated happening or a real problem to solve?
Page -23- Textbook selection and use for the E.F.L Classroom
10-Appendices, where applicable, containing additional helpful information closely related to the book’s content.
11- An index and /or glossary of terms as used in the text. Does the author provide an index complete with key words and important terms?
BIBLIOGRAPHY
1- Bloom, B.S.(Ed).(1956).Taxonomy Of Educational Objectives.
The Classification Of Educational Gaols.
Handbook I, cognitive domain. New York.
Longmans, Green.
2- Chall, J.S.,& Conrad, s. s.(1991). .Should Textbooks Challenge
Student?
New York: teachers college press.
3- Cunnings Swarth, A. (1984).Evaluating And Selecting
E.F.L Teaching Materials.
London: Heinemann.
4- Eble, Kenneth E. (1976). The Craft Of Teaching.
San Francisco and London.
Jassey-Bass publishers.
5- Johnson, Glenn Ross.(1990).First steps to Excellence
in college teaching.
Madison, WI: Magna publication.
6- Mc keachie, Wilbert J. (1978). Teaching Tips: A Guide Book For
The Beginning College Teaching. Seventh Edition.
Lexington: MA: D.C. Heath and company.
7- Prégent, Richard. (1994). Chorting Your Course: Hou To prepare To
Teach More Effectively.
Madison, WI: Magna publication.
8- Sheldon, L.E.(1988). Evaluating E.L.T Textbooks and materials.
E.L.T journal 42 (4).237 -246.
9- Skierso, A. (1991).Textbook Selection And Evaluation.
In M. Celce-Murcia (ed.), Teaching English as
Foreign language (PP.432-453).
Boston: Heinle and Heinle.
10-Ur, P(1996). A Course in Language Teaching:
Practice & Theory.
Cambridge: Cambridge University press.
· Websites:
· 1- http:www.cal.org/resources/digest/0210/organizer.html
· 2- http://urd.ucu.cl//importationes/teaching-learning/APEO-Faculty-Manual/chp6.htm
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