Textbook Evaluation: A Neglected Need of Language Teaching Hojat Jodai University of Guilan-Iran January 2012

Evaluation of WorldView Textbooks Introduction The Reasons for textbook evaluation The Present Study Types of Textbook Evaluation Criteria for Textbook Evaluation Procedures for Textbook Evaluation Evaluation Checklists English Textbook Evaluation in Iran Findings Conclusion

Introduction EFL materials and textbooks are key factors in many language programs and making judgments about them needs “book evaluation.”

The reasons for textbook evaluation Teacher Learner Content

No textbook evaluation The Present Study No textbook evaluation No reasonable answer No consultation

Types of Textbook Evaluation Pre use In use Post-use

Criteria for Textbook Evaluation 1. The role of the textbook in the program 2.The teacher in the program 3.The learners in the program

Procedures for Textbook Evaluation 1. Checklists :The most common 2. Taxonomies: Bloom’s taxonomy(1956)

Evaluation Checklists Physical layout Organization Content characteristics

The Literature of English Textbook Evaluation in Iran

developing criteria for textbook evaluation using these criteria for evaluation studying the discourse elements of textbooks

Case 1 Jahangard’s Evaluation of EFL Materials Taught at Iranian Public High Schools(2008)

Case2 Evaluation of Pre-University English Textbooks Using Bloom’s Taxonomy Riazi & Mosalanejad (2010) lower-order cognitive skills was more prevalent than higher-order skills.

Case 3 Hajimohammandi (2011) 1.General attributes 2.Methodology 3.Suitability to learners 4.Physical and utilitarian attributes 5.efficincy of supplementary materials 6.learning and teaching content

Discussion Only the first criteria i.e. The role of the textbook in the program Learner needs, teacher roles and the context of learning, culture, values, identities, respects Reliability & validity Only Outsiders

Advantages of checklists (Nation & Macalister, 2010) A systematic coverage of important contents a comparison of different courses, lessons, teachers act as a basis for the improvement of a course through formative evaluation

Disadvantageous of checklists Other important features are neglected Out of datedness Summing the parts is equal to the whole

Findings Neglecting positive multiculturalism in the case of our country, Iran. Neglecting the role of local culture Bias towards rich nations and developed countries

Conclusion

Textbook Evaluation Teacher Leaner Content Context

Thank You