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Issues & Relationships in Use of Materials

This talk at the MATSDA Conference in Liverpool, June 2019 explores the speaker's relationship with textbooks, stakeholder perspectives, survey findings, and issues arising from the survey.

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Issues & Relationships in Use of Materials

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  1. MATSDA Conference, Liverpool, June 2019Issues and Relationships in the Use of Materials Rod Bolitho

  2. Overview of Talk • My own relationship with textbooks and published materials • Tasks for you • Stakeholders and their perspectives • Survey findings: a range of attitudes and beliefs • Issues arising from the survey • Reactions and round-up

  3. Task 1 Your metaphors for a language textbook

  4. Task 2a On a piece of paper, draw a diagram to represent the relationship you see between a teacher, learners and language textbooks. This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY

  5. Task 2b Now add to your diagram the other stakeholders who you believe have an interest in the field of language textbooks

  6. Stakeholders and their Perspectives Task 2: What interests do these stakeholder groups have in relation to textbooks? How are these interests expressed and catered to? • National and regional authorities, e.g. ministries? • School inspectors? • School authorities, e.g. principals, heads of department? • Publishing houses and their distribution outlets? • Exam boards • Learners? • Parents? • Language teachers?

  7. Some findings from a survey of teachers and their relationship with the textbooks they use

  8. Findings (2) Q. 11 Please describe your relationship with your textbook in your own words. • I find it to be a nice resource for me to use that needs to be backed up with my own ideas. As an Italian speaker myself, I find that the book doesn’t address the differences between the two languages which I think is really essential. (It2) • I dislike it when my textbook includes aspects that are not in the curriculum and really hate it if important parts are not covered at all. (A3) • My textbook was my choice; before buying it I did research, as a result I feel quite satisfied. (R4)

  9. Findings (3) Q. 12 To what extent do you trust your textbook? Please give reasons for your answer. • I do not trust my textbook so much, because I think a good textbook should include the material which teaches all subskills and skills, and there are some problems in the textbooks which I use. (U2) • I don’t “trust” the text book to do speaking skills, I think up my own activities. (It2) • I generally ‘trust’ the textbook because publishers and writers have far more time and resources than I do to produce quality materials (It4) • If you ask me, I don’t trust any book. (A5) • If it is written by a professional native speaker, I will trust this text book. (R7) • If I always have to use extra material, it means that I don’t trust it at all. (R2)

  10. Findings (4) Which of the following factors influence you when you choose a textbook? • The blurb on the back of the book. 0 • Price. 2 (both Russian respondents) • The name and reputation of the author. 4 (all Russian respondents) • The name and reputation of the publisher. 2 • The grammar content. 7 (mostly Austrian respondents) • The way skills are practised and developed. 18 • Supplementary elements (CD, teacher’s guide, workbook, etc). 18 • The look and feel of the book (layout, illustrations, weight etc). 8

  11. Findings (5) 15. Any other comments about textbooks and their use? • I find that the way that teenage textbooks teach grammar is appalling, 9 times out of 10 I find that I have to come up with my own material. (It2) • The way you use them will define also the extent to which they work. (A4) • I guess there can’t be an ideal text book, every teacher has got his/her own ways of teaching. The essential points should be: relevance to students’ interests, age, needs, a reasonable price, the balance of skill development and the language content, supplementary materials. (R7)

  12. Issues arising from the survey • Degrees of dependency and the importance of choice • The primacy of textbook over syllabus • Neglect of learners’ opinions, especially in the state sector • The comfort of trust vs healthy scepticism • The perpetuation of belief in native speaker competence as authors and in UK publishing houses • Implications for the process of textbook evaluation • The untapped potential of teachers as materials writers

  13. Over to you! Which issues stand out for you? Which would you like to comment on? Thanks for listening and taking part! rodbol44@yahoo.co.uk

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