THE TEXTBOOK
Propuesta para uso, selección y adaptación de un libro de texto. (ESL classes)
INTRODUCTION
ACTIVIDAD 1: CHECK LIST FOR COURSE BOOK EVALUATION- TEXTBOOKS IN GENERAL
1.
Does your program provide direction
on which textbooks to use for ESL instruction?
2.
When and how did your program select
the available textbooks?
3.
Do you use an ESL textbook for
instruction? If yes, do you like using a book? Why?
How do you use the teacher guide
that accompanies the book?
4.
What have you learned about ESL
methods or approaches from using a textbook?
EXPLANATION
ESL TEXTBOOKS AND TEXBOOK COMPONENTS.
I.
TYPES
A)
CORE TEXTBOOK SERIES or BASAL SERIES:
They are texts in a leveled sequence for pre-beginning to
high-intermediate or advanced.
They integrate listening, reading, writing and speaking, grammar and
vocabulary activities in each unit.
They have ancillaries- resources that support the core series students
books. ( T’s book, workbooks, audio, websites, etc…)
B)
SUPLLEMENTAL TEXTS:
They can be used alongside with a core textbook. They are focused on
listening, speaking, pronunciation, reading, writing, grammar or vocabulary…
They prepare students for specific assessments.
·
Both
CORE and SUPLEMENTAL books can should be chosen by level- appropriate skill, learner’s
proficiency level, identified needs and interests as well as educational goals.
C)
GRAMMMAR TEXTS:
1.- CORE SERIES – about usage, rules
followed by oral or writing practice.
2.- REFERENCE BOOKS - there are
no activities and/ or rules. They are
designed to be used in finding specific items of information. (Encyclopedia, handbook, thesaurus…). 2L
Acquisition, learning strategies…
D)
CONTENT-BASED TEXTS:
Based on specific topics or subjects: social studies, academic
preparation, ESL workplace… They can be published as individual or leveled
series.
E)
DICTIONARIES:
They do not include lesson plans or activities. E/S, E/E, picture
(Pictionary)
II.
COMPONENTS
Most of core textbooks are
designed based on the same lay out.
A)
TYPICAL ESL STUDENT BOOK:
·
Introduction - notes to the teacher and/or
learner.
·
Scope
and sequence- a table of contents listing the topics, vocabulary, skills,
outcomes and standards covered in each unit.
·
Units-
each one may include a presentations of new language ( vocabulary, content,
structures), practice activities, application activities, and an evaluation or
end of unit performance assessment.
·
Tape
scripts
·
Answer
key
·
Grammar
appendices
·
Index
B)
TYPICAL ESL TEACHER BOOK/ GUIDE
·
Notes
to the teacher
·
Scope
and sequence
·
Objectives
for each unit
·
Lists
of vocabulary, structures, or skills covered in each unit
·
Correlations
of textbook levels and standardized assessment levels used in education
programs
·
Lists
of needed materials
·
Step-by-step
instructions for each lesson in a unit
·
Suggestions
for supplemental or extension exercises
·
Reproducible
illustrations, worksheets, quizzes, etc.
·
Suggestions
for multi-level instruction
ACTIVIDAD 3: REFLECXIÓN-EVALUCIÓN
1.- Look at your textbooks. Can you identify which one match each of the
five types described?
2.- Is it a core textbook? Does
it have supplemental texts that address skills needed for the assessment used
by the program?
3.- Does it have ancillaries? Which ones and why?
4.- What other types of textbooks do you have?
5.-Using a core textbook identify:
- the major components of the
student book / teacher book
6.- Compare and contrast with a partner two different textbooks.
7.- Fill in the following table about your textbook:
SELECTION CRITERIA
HOW DO EDUCATORS CHOOSE A GOOD ESL CORE
TEXTBOOK?
The teacher
should agree on criteria for choosing a core textbook that will address the
learner and program needs.
Use
evaluation resources like checklist or rubrics.
Take in
account the following attributes:
-
The
book contains learner-centered materials
and content
-
The
book contains teacher-friendly instructions and reference material.
-
Principles
of effective ESL instructions are at the basis for format, context, and design
(including art work, layout, font style/size, etc.).
-
Language
skills are incorporated throughout instruction.
-
Principles
of young, adult… education are implemented in lesson format, context, and
design.
-
The
textbook series is affordable and can be used as a non-disposable resource if
possible.
ACTIVIAD 4: TAREA-
DISEÑO DE RÚBRICA
Se dan los componentes y los estudiantes redactan el
contenido.
|
CONDITION OF ADULT LEARNER
|
RELATED QUESTIONS ABOUT TEXTBOOKS
|
|
1. The learners feel
a need to learn.
|
1. Does the textbook explicitly assess learners’
needs
using a level-appropriate format?
2. Do the exercises or activities address the
identified
learner’s needs?
3. Does the textbook include clearly stated
objectives for
each unit or chapter so that learners are aware of
outcomes?
|
|
2. The learning environment is
characterized by physical comfort,
freedom
of expression, and acceptance
of differences.
|
1. Is the textbook designed for adult learners using
appropriate visuals, topics, exercises and format?
2. Is authentic language used in the lesson content?
3. Does the textbook address cross cultural
awareness?
4. Does the textbook progress at a comfortable pace?
5. Is there opportunity for open-ended conversation
or
unguided practice of language?
|
|
3. The learners perceive the goals of a
learning experience
to be their goals.
|
1. Is there opportunity in the textbook to
continually
revisit learner goals that were identified
initially?
2. Are the topics and themes in the textbook related
to
adult needs and interests?
3. Is the learner asked to apply skills or knowledge
in
appropriate activities or exercises?
|
|
4.
The learners participate actively in
the learning process.
|
1. Does the textbook include a variety of activities
that
encourage interaction?
2. Does the textbook allow for communicative
practice
that asks learners to negotiate for meaning?
3. Does the textbook include level-appropriate
questionnaires or activities that ask for learner
opinion
on the lesson
design, content, or visuals?
|
|
5. The learning process is related to
and makes use of the experience of the
learner.
|
1. Does the textbook include unit openers that
elicit
previous knowledge?
2. Does the textbook include opportunities for
learners
to apply content to
their own lives?
|
|
6. The learners have a sense of
progress toward their goals.
|
1. Does the textbook make use of learning logs or
checklists regarding skills learned?
2. Does the textbook allow for learner
self-evaluation of
performance of objectives?
|
RUBRICAS:
References
Bitterlin, Gretchen (2003) TESOL Standards
for Adult Education ESL Programs. TESOL: Alexandria,
Virginia
Dickinson, Emily 1890 LXIV A Book (1) and
LXV A Book (2) from Collected Poems of Emily
Dickinson. Avenel Books: New York 1982
Knowles, Holton, Swanson (2005) The Adult
Learner. Elsevier Publishers: Burlington, Maine
Parrish, Betsy Teaching Adult ESL A
Practical Introduction 2004 McGraw Hill: New York, NY
Bridges to Practice, A Research-based
guide for Literacy Practitioners Serving Adults with Learning Disabilities
(1999) Guidebook 3 “The Planning Process”
National Adult Literacy and Learning Disabilities
Center, Washington D.C.
ESL/CBET and Citizenship Programs,
Division of Adult and Career Education, Los Angeles
Unified School District.
Major Publishers of ESL Textbooks for
Adult Learners
Cambridge University Press www.cambridge.org
Thomson Heinle www.elt.thomson.com
Pearson/Longman www.longmanusa.com
McGraw Hill www.esl.mcgraw-hill.com
Oxford University Press www.oup.com/us/esl
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