Towards a Reflective Textbook Evaluation Model

Bouzid, Hassan Ait; Erguig, Reddad; Razkane, Hassane

doi:10.21462/eflj.v1i3.21

Cited by 5 publications

(6 citation statements)

References 3 publications

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“…To heighten the quality of the teaching learning outcomes, the reviewed body of literature highlighted the centrality of conducting an effective analysis of the pedagogical content of the textbooks in terms of authenticity of the teaching objectives, the teachability of the contents and its appropriateness to the learners along with its accordance with the theoretical framework and methodological guidelines that underlie the curriculum with special reference to the SBA which constitutes the core of the present study. Eventually, according to Ait bouzid, Erguig and Yeou (2016), an effective, systematic and reflective evaluation of these contents informs teachers, textbook designers and educational policy makers about potential problems and suggests ways in which these problems can be currently overcome and possibly avoided in future textbooks.…”

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confidence: 99%

An Evaluation of Selected Moroccan Elt Textbooks: A Standards-Based Approach Perspective

Bouzid

2017

Indonesian J. Appl. Linguist

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Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco. The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to meet the content standards included in the goal areas of Communications, Cultures, Connections and Comparisons. The study is informed by the theoretical framework of the Standards-Based Approach. It adopts a mixed-methods design that uses content analysis as a mixed data analysis method combining both quantitative and qualitative techniques. The findings reveal a number of shortcomings relevant to the representation of the content standards as several standards are not sufficiently addressed in the activities included in these textbooks. Eventually, some suggestions are addressed to policy makers, textbook designers and teachers to overcome the identified problems in current and future textbooks. The study is expected to sensitize ELT practitioners about the viability of using textbook evaluation in boosting both the quality of ELT textbooks and the quality of the teaching learning outcomes. Keywords: textbook evaluation; EFL; standards-based approach; MoroccoThe teaching of English as a foreign language in Moroccan public high school, according to the Ministry of National Education [MNE] (2007) (2007), implicitly describe the major components of the teaching and learning of English in Moroccan public high schools. They present the overall content standards that any English language learner must strive to meet to graduate from high school. First, meeting standards of the goal area of Communication enables learners to communicate in spoken and written forms, present information both oral and written and interpret spoken or written messages in a way that takes into account the pragmatic and sociolinguistic factors that affect communication. The standards under the goal area of Cultures further help learners to function in culturally appropriate way by deepening their knowledge about the cultural perspectives, practices and products of both local and foreign communities. Moreover, culture-related standards enable learners to understand differences and similarities between their own culture and the target culture(s) and instill universal values of tolerance and coexistence within cultural equality.The goal area of Connections contains standards that establish a strong relationship between English and other school subjects because the English language allows not only reinforcing knowledge that learners obtain from other school subjects but also presents a body of knowledge that can only be accessible through this lan...

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confidence: 99%

An Evaluation of Selected Moroccan Elt Textbooks: A Standards-Based Approach Perspective

Bouzid

2017

Indonesian J. Appl. Linguist

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“…Several studies on language textbook evaluation have brought forth some significant implications for language textbooks and textbook evaluation. Bouzid, Erguig, and Yeou (2016) have emphasized the importance of learner-centeredness, knowledge-centeredness, assessment-centeredness, and community-centeredness in a language textbook. Ayu and Indrawati (2019) have proposed that while textbooks could have their strengths and weaknesses, it is the teacher's responsibility to be 'more critical and creative' in gaining mastery over the limitations of a textbook.…”

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confidence: 99%

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

Dassanayake

2023

Lingua Cultura

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The research analyzed the limitations of existing Chinese language textbooks in Sri Lanka and proposed a tentative checklist for evaluating localized Chinese language textbooks. The discourse on the effectiveness of global textbooks in local contexts and the need for evaluating such textbooks had seen new paradigm shifts in parallel to the transformations in new language environments. A majority of the institutes and programs teaching Chinese as a Foreign Language in Sri Lanka were using global CFL textbooks as their main study material, and their effectiveness had not yet been evaluated by researchers. The research conducted a quadruple perspective analysis, including an online survey with learners and teachers to examine the issues in existing CFL textbooks, a review of existing literature on textbook evaluation, an analysis of existing CFL textbooks in Sri Lanka, and an examination of existing language textbook evaluation criteria. The findings of the survey indicate that global textbooks have not catered to the specific language requirements of the informants. Insensitivity to the local and regional cultural content, minimal utilization of learners’ L1 repertoire, ambiguous inapt translation of vocabulary, and market-oriented presentation of teaching-learning content is found to be core issues, and high pricing and inaccessibility also are influential issues. Based on the quadruple perspective analysis, the research has developed a tentative evaluation checklist of 37 items with a specific emphasis on localization and culture sensitivity.

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“…These imperfections can only be identified and improved through the practice of textbook evaluation. Research maintains that systematic, reflective and in-depth textbook evaluation serves to a great extent the improvement of the quality of textbooks (Ait Bouzid, Erguig, & Yeou, 2016, Cunningsworth, 1995Litz, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks

Bouzid¹

2020

Eurasian Journal of Applied Linguistics

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This paper examines ways in which three Moroccan ELT textbooks currently used in teaching second year Baccalaureate students in public high schools promote values of global citizenship. It also investigates the extent to which these textbooks present activities that develop learners' sense of belonging to global and local communities and provide them with skills, knowledges and behaviors that would make them good citizens of the world. The study uses the theoretical framework of the Standards-Based Approach and UNESCO's (2015) global citizenship learning domains. It adopts a convergent parallel mixed-methods design and uses content analysis as a data analysis method which combines both qualitative and quantitative techniques. The data are collected using a checklist that is designed based on UNESCO's framework. The materials include three textbooks: Gateway to English 2, Insights into English 2 and Ticket to English 2. The findings demonstrate that although the three textbooks actually provide a number of activities that promote aspects of citizenship, there is still room for improving learners' awareness of various global issues including democracy, human rights and conflict resolution. Other problems related to developing learners' critical perspective towards global citizenship themes in reading texts, speaking, listening and writing activities and project works were identified. The study concludes with implications that inform teachers and textbook designers about the importance of empowering values of global citizenship in ways that strengthen learners' critical thinking and problemsolving skills.

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Towards a Reflective Textbook Evaluation Model

Cited by 5 publications

References 3 publications

An Evaluation of Selected Moroccan Elt Textbooks: A Standards-Based Approach Perspective

An Evaluation of Selected Moroccan Elt Textbooks: A Standards-Based Approach Perspective

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks

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