Page 136 - Teaching English at Primary Level: From Theory into the Classroom

Language Learning Materials

Table 8.2 A Checklist for Evaluating YLs Textbooks and Materials
Questions Comments, additional questions
Methodology teaching English to YLs approach, task-based approach, multiple intelligences ap-
Which approaches to
Such as the communicative approach, TPR, CLIL, story-based
proach, or perhaps other approaches (e.g. experimental, dis-
can you identify/recog-
covery, experiential, active, cooperative, problem-solving ap-
nise in the textbook?
What is the organising proaches).
Most textbooks are developed around a topic so the main or-
principle of the text- ganising principle is the ‘organisation by topic.’
book?
How are the units titled? Is the title abstract (e.g. ‘Food’) or more specific (e.g. ‘A birthday
party’) or communicative (‘Let’s go on a trip’)?
How clear are the learn- The textbook may include the learning objectives for individual
ing objectives? units, such as ‘learners will be able to describe their own fam-
ily.’ The learning objective may also be worded in a way that re-
flects a more learner-centred approach, such as ‘I am/will be
able to describe my own family.’
How much freedom does Does the teacher need to rigidly follow the textbook? Does the
the teacher have? book allow the teacher to use complementary materials and ac-
tivities, use his/her own or the pupils’ ideas, make changes?
Language competences the four language skills? propriate balance among them?
How are reading, writing, listening and speaking skills devel-
How does the textbook
oped? Which language skills are foregrounded? Is there an ap-
provide for developing
Which approaches to de- The textbook may contain tasks which reflect different ap-
veloping English literacy
proaches, the phonics, whole-word, language experience, or
emergent literacy approach.
can you identify?
How is the meaning of new words presented (through pictures,
How is the new vocabu-
lary introduced?
translation, etc.)? Does the textbook contain word lists or a glos-
sary? How much new vocabulary is presented? Is it enough/too
much/just right for your learners? Is the vocabulary recycled
throughout the book?
In what way does the text- Does the textbook deal with grammar? Grammar points may be
book focus on accuracy? presented explicitly or through noticing.
Continued on the following page

2. AnalysedifferenttextbooksandmaterialsforYLLsusingtheTextbookeval-
uation checklist in Table 8.2.

As we have argued, the traditional textbook, which often implies a tradi-
tional lesson format, is not suitable for teaching YLLs. Using materials, such
as illustrated storybooks, posters, songs, CLIL activities etc., which give con-
text and meaning to YLs’ foreign language learning, is usually a much more

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