this class students should be familiar with the following :
1-The Role of Textbooks in the EFL/ESL Classroom:.
2-Justification for Textbook Evaluation
3-Textbook Evaluation Schemes
4Checklist of Suggested Criteria for Textbook Evaluation
5- The Chorological scheme of evaluation
1) The Role of Textbooks in the EFL/ESL Classroom:
English language instruction has many important components but the most essential constituents to many ESL/EFL classrooms and programs are the textbooks.
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Theorists such as Sheldon (1988: p.237) . suggested that textbooks not only represent the visible heart of any ELT program but also offer considerable advantages for both the student and the teacher when they are used in the
ESL/EFL classroom.
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Using textbooks is psychologically essential for students since their progress and achievement can be measured according to the content of the text book.
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Text books are effective resource for self-directed learning, effective resources for material; ideas and activities
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For teachers, Text book syllabuses reflect pre-determined learning objectives, material, methodology and activities.
2) Justification for Textbook Evaluation:
Due to the importance of text TEFL books, text book designers must make every effort to establish and
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This action should be taken to allow careful selection of the materials which reflects the needs of the learners , the aims, methods, and values of a teaching program.
Sheldon (1988) has offered several other reasons for textbook evaluation.
First: Thorough evaluation of text books, people in charge would be able to discriminate between of the available textbooks on the market.
Second: Textbook evaluation provides a sense of familiarity with a book's content which assists educators in identifying the particular strengths and weaknesses in textbooks, the shortcomings of certain exercises, tasks, and entire texts.
Third: One additional reason for textbook evaluation is the fact that it can be very useful in teacher development and professional growth. Cunnings worth (1995) and
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Ellis (1997) suggest that textbook evaluation helps teachers move beyond impressionistic assessments and it helps them to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material.
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3) Textbook Evaluation Schemes:
Textbooks in ELT gain their value when they match the qualification and the acceptable level of usefulness, and appropriateness for the context and people who are expected to use them.
Evaluation should be based on supposedly generalizable criteria such as :
1- physical characteristics
Criteria related to the physical characteristics of textbooks includ layout and organization.
2-Criteria that assess a textbook's methodology, and approaches and the degree to which a set of materials is not only teachable but also fits the needs of the individual teacher's approach.
3-Criteria related to the specific language, functions, grammar, and skills that are covered by a particular textbook as well as the relevance of linguistic items to the prevailing socio-cultural environment.
4- Criteria related to representation of cultural components, and topics which match up to students' personalities, backgrounds, needs, and interests as well as those of the teacher and/or institution.
4) A Checklist of Suggested Criteria for Textbook Evaluation
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4. A/ Layout and Design :
The layout and design should be appropriate and clear.
The textbook is should be organized effectively.
Illustrative coloured pictures, diagrams and charts should be included
4.B/ Activities :
A textbook should provide a balance of activities even distribution e.g. guided , controlled and free exercises and tasks that focus on both fluency and accuracy of language production
A textbook should provide activities that encourage sufficient communicative and meaningful practice.
Activities should incorporate individual, pair and group work.
G rammar points and vocabulary items should be introduced in motivating and realistic contexts.
The activities should promote creative, original and independent responses.
The activities should endeavor to achieve all levels of objectives; cognitive, affective and psychometric.
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4.C/ Skills:
-The materials should include and focus on the skills that students need to practice.
The materials should provide an appropriate balance of the four language skills; listening, reading, writing
A TEFL textbook should pay attention to sub-skills - i.e. listening or reading for gist, note-taking, skimming for information, guessing meaning of words in context summarization and paragraph writing etc
4.D/ Language Type:
The language used in the textbook should be authentic or like real-life English.
The language used should be at the right level for students' current English ability.
The gradation of grammar points and vocabulary items should be appropriate.
The grammar points Should be presented with clear and easy examples and explanations.
The language functions should exemplify English that is likely used in the future.
4.E/ Subject and Content:
The subjects and content of a textbook should be relevant to students' needs as
English language learners.
The subject and content of the textbook should be generally realistic.
The subject and content of the materials should be interesting, challenging and motivating.
There should be a sufficient variety in the subject and content of the textbook.
The materials should not be culturally biased or portray any negative stereotypes.
4.F/ Information related to authors and publishers
A useful starting points in any textbook evaluation is analysis of information related to authors and publisher s .
.5) Chorological scheme of evaluation:
There are three different types of material evaluation represented in the following.
A-Predictive' or 'pre-use' evaluation that is designed to examine the future or potential performance of a textbook.
B- The 'in-use' of textbook evaluation
The 'in-use' of textbook evaluation is designed to examine material that is currently being used.
C-The 'retrospective' or 'post-use' reflection; (reflective) evaluation of a textbook that has been already used .
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