final txtbook evaluation criteria nov 24 vilma terminadocopia
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Escuela de PostgradoUniversidad Nacional de Educación
Enrique Guzmán y Valle – La Cantuta
MASTER’S PROGRAM IN EDUCATIONAL SCIENCES
Major: Teaching English as a Foreign Language
Name : Vilma Juarez Garibay
Code : 0020122638
Course : Analysis, Adaptation and Production of Materials for ELT
Course code : MELT 414
Title of work : “Criteria for analyzing text-book”
Professor : Mg. Miguel Oré de los Santos
NOVEMBER 2013-II
TEXTBOOK EVALUATION CRITERIA
Criteria Justification
I. STRUCTURE OF THE BOOK
1. It includes and fosters the development of communicative situations and communicative interaction.
2. It takes into account the students’ different learning styles.
3. Unit closings provide activities that promote and encourage the teacher’s and students’ reflection (metacognition).
1. It is based on the Communicative Approach principles that state that language is a tool for communication and it gives students an opportunity to work on negotiating meaning (Larsen – Freeman, 1986).
The goal of language learning is to achieve communicative competence (D. Hymes, 1966).Instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor (Brown, 2007).
2. As explained by Kolb (1975), “different people naturally prefer a certain single different learning style”.
Thanks to the book the students can work independently, discovering always some new to learn in response to their different rhythms, styles, capacities, possibilities and kinds of intelligence.
Not all students develop the same intelligence; they all have multiple intelligence (Gardner ,H. 1993).
3. Reflective teaching is related with intriguing pathways for long-term professional growth including the students’ perceptions to: (1) expand one’s understanding of the teaching-learning process; (2) expand one’s repertoire of strategic options as a language teacher, and(3) enhance the quality learning opportunities in
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4. It shows care for the affective component of the learning process.
5. It presents varied supplementary materials that complement the learning process.
classrooms” (Murphy,1992).Learners reinforce their knowledge that by making reflections about their own experiences, ways of learning and teaching, hence changing and improving some attitudes.
4. Input may not be processed if the affective filter is “up” (Krashen. 1976)
Language learning contexts are specially prone to anxiety arousal (Finch, quoted in Cardenas.2011)
Socio-affective principle (Brown, 2007).
The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection (Krathwohl et al, 1964).Affection is the most important component in the learning process (Rogers, 1977).
Humanistic approach (A. Maslow, C Rogers)
5. As explained by Kolb (1975), “different people naturally prefer a certain single different learning style”.
Thanks to the book the students can work independently, discovering always some new to learn in response to their different rhythms, styles, capacities, possibilities and kinds of intelligence.
Not all students develop the same
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II. CONTENTS6. The book contents are carefully
graded and sequenced.
7. The book contents respond to the students’ needs and interests.
8. All lessons depart from what the learners know.
intelligence; they all have multiple intelligence (Gardner, H.1993).
6. Following the learning hierarchy principle, contents should be presented in a simple-to-more-complex sequence (Gagne, 1956).Learning works in a holistic way, gradually, step-by-step. It is a cognitive, socio-cultural, affective process (cognitive, affective and humanistic theories).
7. It is necessary to depart from the needs and interests of the students and, overall, from their reality, because they are the reason of our educational action (DCN, 2008).Learning occurs when the topics deal with something the students need and want to know (Maslow and Rogers).Learning is a sociocultural process (Vygotsky, 1968).
Input hypothesis of Krashen´s theory of second language acquisition emphasizes that learners need understandable input they can comprehend if input is understood, and if there is enough of it.
8. “The students know” and this is a factor that influences decisively the learning process (Ausubel, 1968).Learning is bringing something new into our cognitive structure and
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9. The book provides activities and opportunities for transfer.
10. Language is presented in context.
attaching it to our existing background knowledge (Ausubel, 1968).
Schema theory suggests that cognitive knowledge is organized into related patterns. These are based on individual previous experiences regarding giving aspects of the experiential world (i.e. their first language) and allow them to hypothesize about future experiences (Nunan. 1999).
9. “Transfer of learning can be defined as the effective application by students of the knowledge and skills gained as a result of attending an educational program. This transferring of learning occurs when learning in one context or with one set of materials impacts on performance in another context or with other related materials”. (Thorndike, 1913; Cormier & Hagman, 1987).
“The learning got from book activities in school can be transferred to the students’ realia, context or situation of life (positive transfer). Nowadays MED promotes this way of learning with the name of “education for the life” (DCN, 2008)
10. Learning occurs in context, not by way of isolated words. Learning language in context is more useful and meaningful for the students (Holliday, 1994).Our memory organizes preexisting knowledge by way of chunks and schemas, not as isolated pieces of information. It then seems natural to depart from specific schemas, that is, from contextualized information, to generate meaningful experiences and hence foster learning.
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11. The topics proposed integrate all language skills.
12. The topics proposed are articulated with other school subjects.
Prior knowledge is store in memory by way of knowledge frameworks of schemata, and new information is understood and stored by calling up the appropriate schema and integrating the new information with it. Knowing how and when to access prior knowledge is a characteristic of effective learners (O’Malley, M. &Uhl, A, 1993)
11. Isolating language skills through the textbook activities does not guarantee the achievement of communicative competence.Students use the language a great deal through communicative activities such as games, role plays, writing, speaking, and problem solving tasks. (Larsen-Freeman, 1986)According to OTP(2010):“Cada una de las habilidades, de manera independiente no hacen posible que alguien sea competente al comunicarse; es necesario que se dé una relación interactiva entre ellas” (p,10)
12.The book contents must be articulated or have a relation with other school subjects by way of inter-curricular topics (DCN, 2008).
It is important to touch all curricular areas in the learning feel, with major reason it is necessary that students understand all those processes or phenomena and for that, it is necessary the community system, it means all teachers understand those process for the students significant learning and find the answers to the daily experiences that happened during their evolved development. (OTP, 2010: 20)
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13. The activities presented foster meaningful learning.
III. OVERALL DESIGN AND ILLUSTRATIONS
14. Contents, illustrations, characters and values are related appropriately.
13. “To learn meaningfully, learners must relate new knowledge to relevant concepts they already know. New knowledge must interact with the learner’s knowledge structure” (DCN, 2008).Meaningful learning “subsumes” new information into existing structures and memory systems, and the resulting associate links create stronger retention (ibid, 2008).
If the book activities promote learning in practical situations related to the student’s life, they are then meaningful for them (Ausubel, 1968).
14. Authentic, life materials, as well as
graphic or visual sources are relevant
to support language learning.
(Communicative Active Approach)
The affective factor is the most important component in the learning process.’(Maslow).Teenagers present discipline problems and they are sensitive about their individual identity. Identity has to be forged amount classmates and friends. They do not want to lose their face in front of their peers, peers approval may be considered more important than other things (J. Harmer. 2005).
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15. Typesetting, illustrations and overall layout are motivating enough.
Hidden curricula: it makes reference to all that we learn and teach in an implicit way, without intention and it is ignored in the majority of time. (Lucini. 1994)The development of reasoning
15. ‘The most powerful rewards are those that are intrinsically motivated within the learner. Because the behavior stems from needs, wants or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary.’ (Gardner & Lambert, 1972).
According to Jeremy Harmer (1999: 03), motivation is some kind of internal drive that encourages somebody to pursue a course of action.
Motivation is an important part of the text, and it must contain pedagogical characteristics, which make up the curiosity for using it and learning with this. The art and the photos must be according to the age, the context and the characteristic of the students, the educational goals, and the didactic strategies.
The development of reasoning is mediated by sing and symbols, and therefore contingent on cultural practices and language as well as on universal cognitive processes. (Lev Vigotsky 1978).
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IV. GRAMMAR
16. The grammar approach responds to current trends.
16. “Communication is not grammar-based. Grammar is implicit in communication”.
It is not necessary to verbalize rules for communicating (Rutherford, 1982).Language is not only a set of rules.
Grammar and vocabulary are learnt through the use of functions in situational contexts. (Communicative Approach framework).The grammar and vocabulary that
students learn follow from the function,
situational context, and the roles of the
interlocutors. (Larsen-Freeman. 1986:130)
17 Goals proposed are achievable.
Communicative competence principle ( Bachman, 1990; Canale and Swain,1980)
“Communicative goals are best
achieved by giving due attention to
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language use, and not just usage, to
fluency and not just accuracy, to
authentic language and contexts, and to
students’ eventual need to apply
classroom learning to previously
unrehearsed contexts in the real world.”
The goals proposed must be real,
clear, appropriate, pertinent and one at
the time.
TEXTBOOK EVALUATION
Book evaluated: “English (student’ book) 4th Secondary”Publisher: S M. S.A.C. by: Frances Mara Bunker, Gonzalo Celorio Moraita, Lan Gardner, Patricia Penny.Year of publication:2012
CRITERIA GRADING1 2 3 4 5
1. The book includes and fosters the development of Communicative Situations.
x
2. It takes into account the students’ different learning styles.
x
3. Images reflect socio-cultural aspect of the students.
x
4. The contents are organized and presented carefully graded and sequenced.
x
5. All contents have to consider the students’ x
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need and interest.
6. Present vocabulary in context. x
7. Any section of the book provides activities that promote and encourage teacher and student’s reflection (Critical pedagogy)
x
8. Provide activities and opportunities for transfer students’ cognitive development.
x
9. Relate contents, illustrations, characters and values appropriately.
x
10.The textbook promote the learning of different cultures departing from our own.
x
11.Grammar Approach used in the textbook respond to current trends
x
12.The topics proposed Integrate skills and articulated with other school subjects
x
13.Units end up provide some type of communicative and meta-cognitive activity.
x
14.Show care for the affective component of the learning process.
x
15.Lessons depart from what the learners know x16.Typesetting, drawing and photographs (art
and photos) and overall layout motivating enough.
x
17. It is related with syllabus. x18.Goals proposed are achievable x19.Activities presented promote students
confidence and autonomy.x
20.Activities presented foster meaningful learning.
x
Grading Scales1. Unsatisfactory…..02. Satisfactory……..13. Good………...…..24. Very good……….35. Excellent…………4
Conclusion: In this case the book is according to the DCN proposal
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because, t the best example of an English book, but tries to close to Communicative Approach departing from the reality of the Peruvian context, using the principle of context, promoting communicative situations, The problem in the book might be that it presents grammar in deductive way, so it continues being structural.
PARTS OF THE TEXT CRITERIA OF EVALUATIONI. STRUCTURE 1. The cover and the book design is
colorful, resistant and motivator.
2. The letters are appropriate for
reading and comprehension.
3. The units and lessons are
structured according to the
contents of book.
II. CONTENTS 1. The contents of the book
activated the previous knowledge
for its easy comprehension.
2. The contents are good
elaborated according to the
educational goals.
3. The contents of book promote
different learning styles and
make up different multiple
intelligences.
4. The contents of the book include
realistic communicative
situations.
5. The contents of book are
carefully sequenced.
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6. Some contents have enough
resources for making, verifying
and reflecting the knowledge
acquired.
7. The contents of the book
facilitate the learning process.
8. Some contents of text might
reflect socio-cultural aspect of
the students.
9. Some contents of the text bring
affection, confidence and
autonomy.
10.Grammar is presented
deductively.
11. The contents of the text
integrate skills and have a
relation with other school
subjects.
III. DESIGN AND ILUSTRATIONS
1. Some book illustrations balance
appropriate gender differences.
2. Any illustrations promote cultural
discrimination.
3. Some book illustrations reflect
socio-cultural aspect of the
students.
4. Some illustrations transmit
values.
5. The illustrations of book promote
communicative situations.
6. The majority of illustrations have
a relation with the needs and
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interest of the students.
7. The book illustrations:
typesetting, photographs,
drawings are motivating enough.
8. Some book illustrations show
vocabulary in contexts or
schemas.
9. The book illustrations activate
the previous knowledge of the
students.
Criteria to evaluation a text-book according to part of the text
Book evaluated: “English (student’ book) 4th Secondary”
Publisher: S M. S.A.C. by: Frances Mara Bunker, Gonzalo Celorio Moraita, Lan Gardner, Patricia Penny.
Year of publication:2012
PART OF THE TEXT
CRITERIA GRADINGAFFIRMATIVE(YES)
GRADINGNEGATIVE.(NO)
I. STRUCTURE
1. The cover and the book
design is colorful, resistant
and motivator.
2. The letters are
appropriate for reading
and comprehension.
3. The units and lessons are
structured according to the
contents of book.
Yes
Yes
yes
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I. CONTENTS
1. The contents of the book
activated the previous
knowledge for its easy
comprehension.
2. The contents are good
elaborated according to
the educational goals.
3. The contents of book
promote different styles of
learning.
4. The contents of book
include realistic
communicative situations.
5. The contents of book are
carefully sequenced.
6. The contents have
enough resources for
making, verifying and
reflecting the knowledge
acquired.
7. The contents of the book
facilitate the learning
process.
8. The contents of text reflect
socio-cultural aspect of the
students.
9. The contents of the text
bring affection, confidence
and autonomy.
10.Grammar is presented
Yes
Yes
Yes
Yes
Yes
Yes
Yes
yes
No
No
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inductively.
11.The contents of the text integrate skills and have a relation with other school subjects.
yes
12.DESIGN ILUSTRATIONS
1. The book illustrations
balance appropriate
gender differences.
2. Some illustrations promote
cultural discrimination.
3. The book illustrations
reflect socio-cultural
aspect of the students.
4. The illustrations transmit
values.
5. The illustrations of book
promote communicative
situations.
6. The illustrations have a
relation with the needs and
interest of the students.
7. The book illustrations:
typesetting, photographs,
drawings are motivating
enough.
8. The book illustrations
show vocabulary in
contexts or schemas.
9. The book illustrations
activate the previous
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
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knowledge of the students.
Conclusion: This book is appropriate for being used in an English class.
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