Analysing of Two Textbooks

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A further useful point is made by Razmjoo and Kazempourfard (2012, pp 180-181), is the usefulness of a coding scheme for each area, which they utilised for conducting an evaluation of two books within their study. Thus, as each area within the books was considered, a code was assigned which identified the parameter within which the particular aspect of teaching could be positions. Thus, exercises or materials that focus on remembering within the four knowledge areas are respectively assigned A1, A2, A3 and A4. The exercises that focus on understanding within the four knowledge areas would be assigned B1, B2, B3 and B4 etc.
Soleimani and Ghaderi (2013, p. 42) suggest that textbooks have come to be seen as extremely important in the teaching of English, taking on a status that almost goes beyond their practical use. This importance placed on them as a central part of the teaching and learning arena is despite the fact that, for some authors at least, they should be criticised and have a number of disadvantages as well as some advantages. It is also despite the fact that there is competition from “the development of new technologies that allow for higher quality teacher-generated materials.” The criticisms include the fact that many text books are undoubtedly culturally as well as socially biased and, importantly, do not allow students to be a part of the process which designs curricula. By definition, furthermore, they assume to know the needs of every student on every course that is using the textbook when the reality is that this is an impossible task. On the other hand, if the teacher regards the book highly and has a good understanding of its underlying aims with regard to students, in other words is felt by the teacher to be al...

... middle of paper ... and maximising the potential of more mediocre as well as less motivated students.
The necessary review of existing work, which may have relatively little value for the work in hand, can be seen by the extent to which the final method that will be adopted by the teacher has been guided by some of the work even indirectly. While, for example, the necessity for a systematic approach is acknowledged, it is argued that this should not compromise the subjective opinion of the writer, based in the epistemological stance that this person has. We can recall that epistemology requires at least truth, belief and justification for knowledge to be acceptable as such and therefore the method used must be believed to be true by the teacher. The justification for the approach comes in the methods used but the underlying values are those that are within the mind of the teacher.
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