This study aims at exploring the issue of "globality" in global coursebooks as manifested in investing features of connectedness, avoiding inappropriacy, and preserving inclusivity. To do this exploration, two research methods, content analysis and the questionnaire, were adopted. The content of an example of global coursebooks, Headway Intermediate (H/I), in addition to the perception of 251 of its users at Institute Bourguiba for Living Languages (IBLV) were investigated. The results obtained revealed that "globality," in terms of connectedness, inappropriacy, and inclusivity is partial in H/I as learners' perceptions of it do not map with the content in the coursebook. This study raises questions about the suitability of global coursebooks to globally diverse learners and reveals the necessity of taking measures in the direction of localizing the content of English as a foreign language (EFL) coursebooks.
The present study was conducted to test the theory of ‘the younger the better’ (Lenneberg, 1967; Penfield, 1959) by examining Tunisian EFL public primary school teachers’ perceptions of lowering the age of teaching English in elementary schools. In doing so, a quantitative method approach was used to collect data from a sample of 30 teachers working at public primary schools in Tunis and an interview for 5 inspectors of English from different regions of Tunis. They were asked to express their views concerning lowering the age of teaching English and the ability of children to learn more than one foreign language in academic situations. The purpose of this study is to to investigate the influence of age on language learning in Tunisian public educational system focusing on children’s ability to learn English effortlessly at a younger age.The data analysis revealed that a considerable percentage of Tunisian primary school teachers in the schools visited claim to be aware of the importance of lowering the age of teaching English and of the crucial role that English plays in the curriculum as well as the ability of children to learn foreign language with great enthusiasm. However, this awareness is not met by major efforts toward educational reforms by the ministry of education. Another finding of this research was that all the respondent teachers agreed on the best age for children to learn English in academic situations yet they disagreed with the fact that it is impossible to achieve proficiency in second languages in the second decade of life.This study provides evidence that English is important in Tunisian schools and teachers as well as policy makers perceive that lowering the age of teaching English provides longer exposure to the target language and is advantageous for children starting L2s at a younger age. Obviously, the age of teaching English in public schools is gaining importance, which suggests that it is going to be an influencing factor in any future educational reforms in public Tunisian schools.
The present study investigates the extent to which coursebooks learning outcomes, characterized by discourse extension (in terms of themes, structures, and vocabulary items) and skills integration, are met using students’ performance. It aims at measuring the degree of realization of learning objectives of Q Skills for success coursebook. The study makes use of the survey method to collect data through the investigation of tests administered, coursebook utilized, and grades obtained. Statistics of 2192 (1520 science track and 672 engineering track) students’ performance in reading, vocabulary, grammar, and listening are collected, analyzed, and investigated in order to assess the degree of success of the coursebook in helping students reach the desired and coursebook planned linguistic level. This study is crucial for it provide empirical data regarding the effect of implementing discourse extension and skills integration in glocal coursebooks, which is central in assessing its effectiveness. The study has implications related to glocalisation of ELT materials as well as the need for this glocalisation to emanate from the local practitioners themselves not only in terms of cultural but also language content. The findings shed light on the limitations of global coursebooks even if their publishers attempt to glocalize them. Personalizing materials used in English language teaching and engaging practicing teachers of the target population of students is of paramount importance for students to maximize benefit of coursebooks.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.