MATSDA Conference, Liverpool, June 2019 Issues and Relationships in the Use of Materials Rod Bolitho.

Slides:



Advertisements
Similar presentations
Teaching Writing for the Russian State Exam
Advertisements

Method analysis Terms and concepts.
Adaptation Evaluation Curriculum Syllabus Grading Textbooks Recycling
The Impact of On-line Teaching Practices On Young EFL Learners' Instruction Dr. Trisevgeni Liontou RHODES MAY
Introducing CLT While Avoiding Classroom Culture Shock Marla Yoshida.
GCSE ENGLISH LITERATURE J360
Academic English Seminar Skills “An Introduction to EAP – Academic Skills in English” Lesson 1.
NEW STANDARD Supplementary Materials Teaching Listening.
Reader’s Notebook Everything you need to know in order to set up your Reader’s Notebook.
ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand 1. Criteria for selecting a core textbook and supplementary materials.
Published materials Authentic materials
CAE Speaking. Aims of this workshop  to review task focuses and task types  to discuss teaching tips and look at classroom activities (some exam-based.
TEACHER BELIEFS AND ATTITUDES ABOUT TEACHING. DISCUSS THE FOLLOWING STATEMENTS.  DO YOU AGREE WITH YOUR COLLEAGUES OR DISAGREE.  IF YOU DISAGREE – STATE.
SEAMEO RETRAC: International Conference on TESOL English for All 15 – 17 September
To explore through experience, the process of inquiry and how we can utilise it Purpose of this session.
How Much Do We know about Our Textbook? Zhang Lu.
ISLLC Standard #1 Implementing a Shared Vision Name Workshop Facilitator.
Introduction to the ERWC (Expository Reading and Writing Course)
Textbooks – a problem?.
Exam Time Part I Comunicación y Gerencia Interview Ina Sp ē kmane Bauska Secondary School N 1.
Idiom of the Day IN THE LOOP To keep someone informed and up-to-date about what’s happening – usually in the workplace.
Year 2 Parent workshop. The tests New this year Much harder than previous testing We are in the same position as other schools.
Developing Thinking Readers. Our children as readers: ● What Do We Want for Our Children? To read for pleasure To be able to choose what they would like.
Chapter 3 - Course Planning: Knowing where are you going Presenters: Laura Mizuha and Melanie Brooks.
The Role of the Coursebook Fiona Copland. Workshop Outline 1. What is the coursebook’s job? 2. How are coursebooks developed? 3. How do you choose a coursebook?
The Differences College vs. High School. Table of Contents:  12 Major Differences between College and High School  Table: Differences on Student Responsibility.
Taking Charge of Your Health Lesson One: Building Health Skills.
New English File 2016 Juhos Erika.
The Alignment between Curriculum, Teaching and Assessment in Korea
Unit 2.1 An introduction to the role of the early years practitioner
英语教学课件 高二(下).
Preparing your child for NAPLAN Literacy
Coursebook Evaluation II
Developing teaching, learning and assessment in education and training
Developing Mathematical Practices
NEEDS ANALYSIS.
English as a Second Language 0511
Meeting the Assessment Criteria in the RE Agreed Syllabus.
A Survey of Learners Opinions
You and Early Childhood Education
‘Eyes that Survey the World’: the latest data snapshot from OER Research Hub B. de los Arcos, R. Farrow, L.A. Perryman, B.
Why bother – is this not the English Department’s job?
Geography: Exam Skills for GCSE
Writing an opinion essay (Part 2)
Unit 2, Literature: marking guide
ENGLISH LANGUAGE GCSE All students will study GCSE English Language and GCSE English Literature (four exams 2 for Lit and 2 for Lang). Both subjects are.
Joshua North Highland Community College
How to design a competence based lesson
Literacy Content Specialist, CDE
Chapter 2 Four components of communicative competence
Facinghistory.org.
Writing. writing Do you agree or disagree with the comment made by practising teachers? Writing should be done individually or weaker writers will.
DISCERN: The Discerning Student
Teaching Different Classes
Scaffolding.
Needs analysis (ESP) Communicative language needs for your job ?
FCE (FIRST CERTIFICATE IN ENGLISH) General information.
Bishop Aldhelms Pupil Survey 2016
Core Course Knowledge Lesson 6
Core Course Knowledge Lesson 6
CUTM 4012: Methods of Teaching English
Classroom Research Project
DA TALK COMMUNICATION SKILLS
Preparation For the Project: (from English Lang
How to be an effective Learning Helper in the classroom
Questioning and evaluating information
In this PowerPoint… TVFS Shared Inquiry and Reflection.
English for Specific Purposes in the French Air Force
My Teaching Philosophy
Optional Module 7—Mindset
Presentation transcript:

MATSDA Conference, Liverpool, June 2019 Issues and Relationships in the Use of Materials Rod Bolitho

Overview of Talk My own relationship with textbooks and published materials Tasks for you Stakeholders and their perspectives Survey findings: a range of attitudes and beliefs Issues arising from the survey Reactions and round-up

Your metaphors for a language textbook Task 1 Your metaphors for a language textbook

Task 2a On a piece of paper, draw a diagram to represent the relationship you see between a teacher, learners and language textbooks. This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY

Task 2b Now add to your diagram the other stakeholders who you believe have an interest in the field of language textbooks

Stakeholders and their Perspectives Task 2: What interests do these stakeholder groups have in relation to textbooks? How are these interests expressed and catered to? National and regional authorities, e.g. ministries? School inspectors? School authorities, e.g. principals, heads of department? Publishing houses and their distribution outlets? Exam boards Learners? Parents? Language teachers?

Some findings from a survey of teachers and their relationship with the textbooks they use   Strongly agree Agree Not sure Disagree Strongly disagree 1. I chose my textbook myself. 5 10 1 2. I follow the textbook closely in my lessons. 8 3 9 3. I look at my textbook rather than the syllabus to plan my lessons. 12 6 4. I like my textbook. 4 2 5. My students like the textbook. 11 6. I often complain about my textbook. 7. I have to adapt and supplement the textbook to meet my students’ needs. 7 8. My textbook meets the needs of my students. 14 9. I would choose a textbook by a native speaker author rather than one that is locally produced. 10. If I had time, I would rather produce my own teaching material than rely on a textbook.

Findings (2) Q. 11 Please describe your relationship with your textbook in your own words. I find it to be a nice resource for me to use that needs to be backed up with my own ideas. As an Italian speaker myself, I find that the book doesn’t address the differences between the two languages which I think is really essential. (It2) I dislike it when my textbook includes aspects that are not in the curriculum and really hate it if important parts are not covered at all. (A3) My textbook was my choice; before buying it I did research, as a result I feel quite satisfied. (R4)

Findings (3) Q. 12 To what extent do you trust your textbook? Please give reasons for your answer. I do not trust my textbook so much, because I think a good textbook should include the material which teaches all subskills and skills, and there are some problems in the textbooks which I use. (U2) I don’t “trust” the text book to do speaking skills, I think up my own activities. (It2) I generally ‘trust’ the textbook because publishers and writers have far more time and resources than I do to produce quality materials (It4) If you ask me, I don’t trust any book. (A5) If it is written by a professional native speaker, I will trust this text book. (R7) If I always have to use extra material, it means that I don’t trust it at all. (R2)

Findings (4) Which of the following factors influence you when you choose a textbook? The blurb on the back of the book. 0 Price. 2 (both Russian respondents) The name and reputation of the author. 4 (all Russian respondents) The name and reputation of the publisher. 2 The grammar content. 7 (mostly Austrian respondents) The way skills are practised and developed. 18 Supplementary elements (CD, teacher’s guide, workbook, etc). 18 The look and feel of the book (layout, illustrations, weight etc). 8

Findings (5) 15. Any other comments about textbooks and their use? I find that the way that teenage textbooks teach grammar is appalling, 9 times out of 10 I find that I have to come up with my own material. (It2) The way you use them will define also the extent to which they work. (A4) I guess there can’t be an ideal text book, every teacher has got his/her own ways of teaching. The essential points should be: relevance to students’ interests, age, needs, a reasonable price, the balance of skill development and the language content, supplementary materials. (R7)

Issues arising from the survey Degrees of dependency and the importance of choice The primacy of textbook over syllabus Neglect of learners’ opinions, especially in the state sector The comfort of trust vs healthy scepticism The perpetuation of belief in native speaker competence as authors and in UK publishing houses Implications for the process of textbook evaluation The untapped potential of teachers as materials writers

Over to you! Which issues stand out for you? Which would you like to comment on? Thanks for listening and taking part! rodbol44@yahoo.co.uk