Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study

Abstract

This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle's conceptual framework of 4Cs (i.e. content, cognition, communication and culture).Content, communication, and culture have been explored through a checklist, whereas cognition has been explored by developing a corpus from the questions given in the exercises of the textbook and analyzing in the light of Bloom's taxonomy. The results reveal certain breeches between CLIL features and the textbook's contents. Layout, learning outcomes, organization of the content, subject matter, authenticity of the text, exercises, and focus on language skills does not seem to match with CLIL perspectives. Listening and speaking skills are observed to be ignored. Moreover, the exercises do not seem to foster critical thinking and interaction between students and teachers. Most of the questions are observed covering only first two levels (i.e. knowledge and comprehension) of Bloom's taxonomy. The study concludes that CLIL principles are not integrated in the textbook. Therefore, the textbook is not suitable to an ESL/EFL setting.

Investigating cultural contents in English language teaching materials through textbook evaluation

“…The number of international cultures reading texts are 12 and ranked on second number i.e., 34.3% of the total reading texts whereas learners' source reading texts are ranked on third number i.e., 28.6% of the total reading texts. These findings are in line with Arshad and Mahmood (2019), Binahnia (2012), Hamiloğlu and Mendi (2010), Yamanaka (2006), Zu and Kong (2009). Zu and Kong (2009) found out that the units in secondary English textbook of China included topics that were concerned with learners' target culture and textbook covered topics like leisure, everyday life, family relationships, holidays and social customs.…”

Refusal Strategies among Pakistani ESL Learners

“…There are some activities regarding speaking but there are hardly any activities on listening. Therefore, in this way this book is not appropriate for the development of the four language skills (Ahmad, Ismail & Saba, 2019;Arshad & Mahmood, 2019).…”

“…As far as the textbook for class 3 is concerned, there are certain rules that are followed by the material developers but not completely and it is communicative to a greater extent but it cannot be said to be developed on the principles of CLT completely (Ahmad, Ismail & Saba, 2019;Arshad & Mahmood, 2019). The vocabulary used in the book is related to the real life of the learners, but as the tasks and activities in the book are controlled and guided, it does not provide the learner complete autonomy to communicate independently and in natural environment.…”

“…Therefore, certain revisions (as suggested by the researchers(see Aftab, 2011;Akram& Mahmood, 2011;Kausar, Mushtaq & Badshah, 2016;Khan, 2007;Naseem, Shah & Tabassum, 2015;Shah, Hassan & Iqbal, 2015) were proposed. Another study by Arshad and Mahmood (2019) evaluated a PCTB's book for grade-11 students from content and language integrated learning (CLIL) perspective employing Coyle's (1999) conceptual framework of 4Cs (i.e. content, cognition, communication and culture).…”