Task 3

Unit 2 Textbooks

STUDENT TASKS

In-favor and Against Arguments for using textbooks              

In his chapter, Richards (1998) provides a summary of his and several researchers’ (Harmer, 1991; Allwright, 1981; Hutchinson & Torres, 1994; Gray, 1936; Crawford, 1995; Swan, 1992; Apple & Jungck, 1990; Studolsky, 1989; among others) findings or statements regarding the impact textbooks have on teachers.

Instructions:

·         Fill in the chart below summarizing these researchers’ findings on both the positive and negative impact textbooks have on teachers.

·         Please, DO NOT copy and paste; try to use your own words. See example given:

Positive impact on teachers/ In-favor arguments for textbook use

Negative impact on teachers /  Against arguments for textbook use

E.g. A course book can provide useful guidance and support for novice teachers or teachers who are unsure of their knowledge of the language. -          Good textbooks contain dynamic and interesting material, they show clearly what students need to study. -          They allow students to study on their own outside the class. -          Good textbooks provide structure to a learning program. -          They provide confidence and security for students and teachers. -          “Gaps in learning” are reduced. -          Makes learning funnier. -          Can give students a sense of autonomy though the orientation provided on it.

-          Textbooks make teachers avoid responsibility, because they assume that if they follow the advices included in the book teaching is going to be successfully done. -          Textbook sometimes are attributed with qualities that it does not possess, so the teacher follows guidelines and may fail on the teaching process. -          Teaching skills may reduce because the teacher makes use of the textbook so often that then is not going to be capable of take decisions or develop materials, “deskilling”. -          Teaching is seen as something that can be planned by others so the teacher does not make any effort on change the situation. -          Teaching skills are reduced to a very superficial stage.

Portfolio task 2 using the textbook                                                    50 POINTS

Instructions:

• The chart below includes the most common weaknesses or criticisms of textbooks.
• Think of ways of dealing or overcoming those textbook’s weaknesses when working with your students. Make sure to justify your answers (giving examples). You can get some ideas from Freebairn’s (2000) article.

Textbooks criticisms	Ways of overcoming the problem:
1. It is bland	In this case it is necessary to find materials that encourage students’ in order to improve language skills and knowledge; it would make the class more interesting and motivating for students.
2. It is out of date	It is necessary to find actual and interesting topics in order to let students understand easily the main lesson, it also make students’ feel motivated enough to participate and share ideas or opinions.
3. It is out of touch	Text books need to provide information that can come handy for students and teachers so they can’t be based only on theoretical situations. The writer needs to be involved in the teaching experience.
4. It is stifling	We can make use of interesting and close related to the lesson materials from different sources such as videos, games, handouts, etc.
5. It is global	The teacher needs to find activities closely related to their culture in order to let the student comprehend English skills through a familiar context, this could also let them practice the language more often.