Material Design Project: Textbook Review in the Chilean Context

Aarika Floyd LING 583 April 12, 2012

Gua Didctica para el Profesor Travelers: 8 bsico L. Jantus Ediciones Cal y Canto Ltda. 2009, 222 pp. ISBN 978-956-8623-54-8

I. Introduction In recent years, the Ministry of Education of Chile took the reins on overhauling the education system within their country. The economic welfare of the country had suffered and the link between this and the detrimental education system required a much needed change, one that has been in the state of transformation for over 20 years (Brandt, 2010; Garces, 2009). Previously, public school teachers received poor teacher training as well as inadequate proficiencies in English making the implementation of an English teaching program difficult, (Brandt, 2010). With new curriculum changes came the utilization of the communicative

language teaching approach (CLT) as well as more applicable materials to suit the needs of Chilean English language learners (McKay, 2003). Among the materials now used in public classrooms, textbook series were designed for the Chilean student context in coordination with using technology and authentic materials and realia. This new curricula framework is now employed in the 5th through 8th grade elementary levels (5-8 bsico) and the 1st through 4th levels of high school (1-4 medio), (Ministerio de Educacin, Catalogo de Textos Escolares, 2012). The chosen textbook for evaluation is for the 8th grade level because this is the last level before high school in which students begin preparing for future careers and continuing education. Hopefully, students have a strong foundation in English at the A2 Wayfarer Stage according to the CEFR proficiency guidelines and the Ministry of Educations curriculum framework, (Ministerio de Educacin, Bases Curriculares, 2012). Contrary to the viewpoint of Ian McGrath (2002), where no one book can be perfect for a particular institution, let alone a particular class within that institution or an individual within a class (p. 58), the Ministry of Education in Chile created a textbook that attempts to conquer this feat. Appointing teacher of English and writer

Lina Alvarado Jantus at the Chilean-British Professional Institute (Instituto Profesional ChilenoBritnico) with methodological support by Ana Mononellas Balladares, (postgraduate diploma of Education), from Monash University in Melbourne, Australia, the production of a nationally utilized textbook series, Travelers 7 and Travelers 8, became a realization. As previously mentioned, the evaluation will be of the 8th grade level, which for maximum evaluation consists of the Travelers 8 teachers guide and the student workbook within it. In order to evaluate any textbook, the necessary assessment framework needs to be laid out for proper examination of the textbooks utilization. For such foundation, Andrew Littlejohn (1998) provides an extensive schema for analysis in which to base any necessary adaptations for the context of an English course. McGrath (2002) elaborates on the adaptation after analysis as to how the textbook can then be functionally useful in a particular language classroom. Upon evaluating Travelers 8 Teachers Guide, this review will utilize both frameworks by Littlejohn and McGrath found later in this paper. Conducive to the evaluation of the textbook is a description of the content and organization of the teachers guide in terms of its coherence to be an effective classroom material. II. Description The Travelers 8 Teachers Guide begins with the plan of the book comprising of four units: Cultural Elements, Self-Care, Different Lives, and People and Places, (p. 4-5). These four units correspond to the quarter-system structure of the Chilean academic year, and are based on the English program for the level and the concepts and guidelines of the Chilean educational reform (p. 6). From there the textbook goes into an in-depth explanation for teachers on the description of the course, including the course aims and claims, the unit structures, and the reasoning behind the use of the components within each unit (p. 6-8). Then, the textbook

provides methodology for teachers, an extensive look to the benefits of the Ministry of Educations Learning Progress Maps, classroom management strategies, basic teaching reminders for teachers to promote their students English language skills and abilities to correspond with the national curriculum framework, classroom language for teachers to frequently repeat, and the importance and usage of the Internet in the classroom with useful websites (p. 8-23). At this point, there is a short overview for teachers to understand how to use the teachers guide, which has the students book within for better reference (p. 24). After this foundation and information to adequately inform teachers of their role within the context and framework laid out for them by the Ministry of Education, the schema for the first unit begins with the suggested year planning guide (p. 26). This planning guide lays out the Minimum Obligatory Contents, otherwise known as the nations standards for English language learners at this educational level. The contents address the morpho-syntactic elements of English and the strategies students should obtain due to the effectiveness of the English teacher students should gain after this unit. Following this is a chart containing the unit has planned learning abilities for learners, expected outcomes, attitudes of the learners, resources and authentic materials, evaluation strategies and assessments, and the time allotted for this coursework (p. 2627). Learners are also aware of the expected outcomes in each unit helping them be prepared for upcoming material. The task-based design of the activities, readings, and colorful graphics gives easy flow throughout the units and the subsections within them with the CLT approach in mind. The units all share comment content flow and pages containing authentic texts, communicative questions, goals, and assessments to share with each other. Finally, following the introduction and methodology, and then coursework content for all four units, comes the Travelers Magazine as supplemental material, evaluation instruments,

(rubrics, questionnaires, observation sheets), instructions how to use the instruments, language references with grammar points, irregular verbs, and finally a bibliography with supplemental sources for all language skills in text and online. III. Detailed Evaluation Now begins the process of analyzing and evaluating the textbook. Littlejohn (1998) states that in order to analyze a textbook efficiently, a teacher-analyst must not base their analysis on personal assumptions of what content and material is desirable for learners. Instead they need a general framework which allows materials to speak for themselves and which helps teacher-analysts to look closely into materials before coming to their own conclusions about the desirability or otherwise of the materials (p. 192). The purpose of this framework in the Chilean context is to allow the teacher-analyst the opportunity to better understand their teaching material, but also to come to their own conclusion as to how they will instruct their students and based on the needs of their own unique classroom context within Chile. The aspects needed for this analysis pertain to the tangible parts of the publication itself as well as the design elements within the textbook, (p. 192-193). With this, Littlejohn provides levels of analysis of language teaching materials consisting of what is there, what is required of users, and what is implied along with other criteria within the levels (p. 195). Within the first level, the teacher-analyst looks at the tangible, physical aspects of the book as a broader frame for evaluation. The second level delves into the divisions within the text, the appropriateness of the divisions, and an analysis of the tasks in terms of the learner outcomes, participation, content relevancy, etc., which is a narrower frame than the first tier of analysis. Finally, the last and even narrower frame of analysis is the implications in which teacheranalysts can form their own deductions regarding the course aims, selection and sequence of

material, the roles of teacher and student, and the demands on the learners process competence (p. 195). Littlejohn defines process competence as a learners capacity to draw on different realms of knowledge, affects, abilities, and skills (p. 194). Reiterating the previous Littlejohn quote from above that in order for proper analysis and evaluation to occur for this textbook, a framework needed to be defined before attempting evaluation so that assumptions are not made on improper grounds. For the purpose of this paper, Littlejohns framework has been adapted to fit this Chilean context with the creation of an evaluation checklist for teacher-analysts to use for their already contextually adapted textbook, (see Appendix A). This checklist takes into account that the last level of analysis in Littlejohns framework, the implications and deductions section, does not need analysis or teacher-analyst deductions because in the creation of this text, these core aspects of textbook design have been outlined already in the beginning of the book in the Description of the Course section of the teachers guide (p. 6-10). Littlejohn states, The framework will reveal the underlying nature of materials, a next step towards fully evaluating them (that is, deciding their relative pedagogic worth) will in principle require an equally careful prior analysis of what teachers/students/institutions expect from materials, to see how far the two (that is materials and expectations) relate to or match each other (p. 202). He then suggests providing action to the materials after evaluation (p. 204). This action is also used in McGraths framework but is known as the evaluation process where in the case that the course aims are already established, (set by the Ministry of Education), the evaluation processes can begin (p. 59). An adaption to this evaluative framework can be found in the checklists in Appendix A in part D. Evaluation. Together, these two frameworks by Littlejohn (1998) and McGrath (2002) provide a process evaluation towards adapting the textbook.

Now, applying this checklist to the Travelers 8 Teachers Guide, how is the teachers guide rated according to Littlejohns framework? (See Appendix B). Based on the analysis provided by the author of this review, the textbook has many strong points as well as some flaws that can be taken into consideration based on the individual classroom contexts in which the textbook is used. The comment and explanation sections of the checklist provide a deeper look into the analysis process than Littlejohns initial framework. From these critiques, the textbook has some areas for improvement. Beginning in part C, Design, the aims of the textbook can and cannot be open for changes. This is because the aims of the text are mandated by the Ministry of Education, so aims can be added to the list the textbook already has, but they cannot be deleted. The sequencing of the book seemed to flow, but some tasks within the subsection of units may need reformulation depending on the learners ability to grasp the topic. In terms of the content of the textbook, the key areas for analysis have been met along with providing a variation of activities with difficulty markers so teachers can determine what questions to ask their particular learners as well as activities for fast learners. In the task-based CLT approach claimed by the author, the book does provide a wide range of communicative activities that promote language skill use, and use the textbook uses gap noticing strategies for learners during the target form instruction. The tasks in the subsections provide scaffolding upon each question and activity also. Most of the lessons have teacher-led instruction to guide the students through the textbook activities, but the activities themselves are very student-centered. It is noted that teachers might need to promote more speaking activities and responses since these types of activities are not explicitly addressed. Another action by teachers in terms of student participation is their ability to assign participatory work in groups or assign pair/partner work where the textbook refers.

The textbook lays out the roles for both teachers and students. The student book contains their roles and expectations at the start of every unit, along with learner attitudes and topics and keywords to expect in the unit. The overall role of the textbook for teachers provides them with a clear, explicit, methodological instruction for every unit and lesson with additional sources and materials for teachers to create personal touches to their teachings. Overall, this guide serves as proper facilitation for non-native English teachers to carry out lessons in order to meet the Ministry of Education guidelines. The evaluation section of the checklist, (part D), addresses the framework of McGrath in which teachers take the previous analysis, (parts A-C), and make evaluative judgments to the usage of the textbook. For Travelers 8, all questions were answered yes denoting that teachers can make adjustments to the textbook to fit their needs, and that this may be necessary depending on their classroom contexts. IV. Examination of One Unit The detailed evaluation section made overall claims that apply to the textbook as a whole, but with considerations to items that may need further analysis such as the sequencing and task questions needing elaboration or omission. The unit chosen for a better look into the type of tasks that are within this text is from Unit 3, Lesson 1, (subsection 1) found on page 108-110. Consisting of three pages of the student book, this subsection is divided into three areas of before listening, listening, and after listening. The first five questions in this section provide schema activation, group work, partner work, speaking and listening, and sentence completion questions. The instruction corresponding to these questions provided in the teacher guide allow the teacher to choose which questions students can answer based on the knowledge of the learners abilities. For example, question 4 is a partner activity asking students to think about three positive and three negative things about living in another country and to complete the

chart provided. This question is ranked (+++) denoting that it is on the difficult side, and teachers might omit this option though it promotes learner reflection on their own reality (p. 108). The following listening section, (transcripts found on page 132), is about a girl named Gabriela from Ireland being interviewed by the main character of the textbook, Kelly Hardrock. Questions 6-10 all ask for the students to pick out certain information from the recording. Each of these questions instructs the teachers to play the recording before they answer the next question, except for question 10, which states if necessary (p. 109). One difficulty for learners in this section might be that they misunderstand the character Gabriela, who most likely speaks in the recording with an Irish accent. Also, the mentioning of certain places like Aran Islands and Connemara might be unclear for learners and teachers might need to elaborate as to where these places are in relation to Ireland or somewhere on map (p. 132). Questions 9 and 10 are also ranked (+++) denoting that teachers should include these questions in the lesson, but may need to spend more time with students to answer questions. In the after reading section contains the Language Focus where students have scaffolding already in place from the listening activity to help them answer the gap activity about Superlatives, (saddest, nicest; from recording). Here, the teachers guide provides instructions for the students to notice the words in bold and identify their meanings. For the second question in this part asking what the words express, teacher may need to ask more than just this question to elicit the answer of a comparison. The gap-fill activity with the third question asks about the grammatical form in which to apply to the endings of adjectives. The answer to this gap is not provided in the teachers guide, only the two answers for the exception rule to superlatives for good and bad, (best and worst.) Teachers should be able to deduce the grammar form est to

be added to adjectives, but with such explicit information provided in the teachers guide, the grammar form should be an important part for teachers to know. The last five questions in the after reading section apply the new language focus of superlatives for student practice (p. 110). Question 12 provides another recording for students to be able to read a phrase, listen to the recording, and listen again and repeat to imitate pronunciation. Question 13 is also a gap-fill listening activity with a word bank with question 14 asking students to replace those words and create their own phrases for the dialogue instead. This helps students form their own ideas in English and apply them to class work. Question 15 is an example of the fast learner activity that uses the superlative form, but also quizzes the students own knowledge of their country and continent. Overall, the communicative approach is visible within this textbook. Some questions may be too difficult and teachers need to be prepared with more information and better explanations to compensate for what the book does not do, though it does a lot for the teachers already. Other little items featured in the textbook that are beneficial include words that are used in American and British English but have different definitions in each country, such as the word jumper (p. 109). Another item is the Reflections part. The teachers guide explains the purpose of this section and suggests that students record their answers in their notebook. This is beneficial for learners to look back on, and provides additional writing exercises. Time

constraints within the classroom context may not allow this subsection of Unit 3 to be one continuous task and time might be spent looking over and re-listening to the listening section on multiple days. Teachers may take one day for the pre-listening and listening activities and spend a second day targeting the Language Focus section and after reading activities.

V. Conclusion After this in-depth evaluation of the evaluative process to reviewing this textbook and closer look into subsection of Unit 3, subsection 1, we realize that even in the hopes of creating a perfect textbook solely for one specific audience, Chilean schoolchildren, and this textbook needs adaptation for learners. Contradictory to the Ministry of Educations ultimate goal, this textbook, created for all Chilean English language learners in this grade and providing materials for various learner levels, needs, etc., the textbook and coursework still need modifications and tweaking so they can have an even better fit with students based on the teachers knowledge of who the learners are. Individual contexts based on the learners all around Chile along with some gaps and flaws with tasks and learner understanding of the text may have issues. By using Littlejohn (1998) for initial analysis and McGraths (2002) evaluative processes for adapting the textbook, teachers can further contextualize and tailor their materials to better suit their students needs and the Chilean educational reform standards.

References Brandt, N. (2010). Climbing on giants shoulders: Better schools for all Chilean children. OECD Economic Surveys: Chile, 2010(1), 103-144. Garces, J. P. (2009). The quality of private and public education: The case of Chile. Journal of Knowledge Globalization, 2 (2), 85-110. Jantus, L. (2009). Gua Didctica para el Profesor Travelers 8 sic . [Teaching Guide for the Teacher Travelers: 8 Basic] Santiago, Chile: Eds. Cal y Canto. Littlejohn, A. (1998). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson (ed.), Materials Development in Language Teaching. Cambridge: Cambridge University Press, pp.190-216.
McGrath, I. (2002). Chapter 4: Coursebook-based teaching: adaptation. Materials Evaluation and Design for Language Teaching. Edinburgh, Edinburgh: Edinburgh University Press.

McKay, S. (2003). Teaching English as an international language: the Chilean context. ELT Journal Volume, 57 (2), 139-148. Ministerio de Educacin de Chile. (2012). Catalogo de Textos Escolares. [Catalog of Educational Texts] Retrieved February, 2012, from Ministerio de Educacin de Chile website: http://w4app.mineduc.cl/catalogo2012/catalogo_2012/catalogo_pub.php#app=3fbd&1aa8 -selectedIndex=0&4eb3-selectedIndex=0&f5ca-selectedIndex=0 Ministerio de Educacin de Chile. (2012). Idioma Extranjero: Ingls, Educacin Bsica. Bases Curriculares 2012. [Curricular Basis 2012] (A. Floyd, Trans.) Santiago de Chile: Ministerio de Educacin. Retrieved from http://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201202161608560 Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum 13 Special Issue, 355-361.

Appendix A Adapted Textbook Checklist for Chilean Context

(applicable to current textbooks and ones for future review)

Title: Author: Publisher: A. BOOK AS A WHOLE (or textbook material package)

1. Grade Level: 2. Components: (circle those that apply) Student Book Teacher Book Workbook Worksheets Tests Supplemental Materials (circle) Primary Secondary Audio Materials Visual Materials CALL

Quizzes Self-Assessments Peer Assessments

Additional not listed above or notes pertaining to components: Materials available to students:

B. PUBLICATION
1. Organization: a. Clear divisions into units or sections? b. Clear divisions into subsections? c. Is there a continuous flow between subsections? 2. Overall quality (explain): 3. Are there materials provided in teacher guide not applicable to student version? If so, explain: YES YES YES YES NO NO NO NO

C. DESIGN (circle and explain if applicable)

1. Aims a. Provided for teachers & students? Note: b. Open for changes? c. Comments: 2. Sequencing a. Appropriate? b. Open for changes? c. Adequate for teachers & students to follow? d. Comments: 3. Content, Subject Matter, and Focus a. Appropriate level? b. Gender bias? c. Authentic? d. Adequate for teachers & students to follow? e. Comments: 4. Types of Learning/Teaching Activities a. What do they require learner and teacher to do? Explain: b. Can students show process competence for knowledge, affects, abilities, and skills? Explain: YES NO YES YES NO NO

YES YES YES

NO NO NO

YES YES YES YES

NO NO NO NO

c. Multiple language skills addressed? d. Unequal balance of skills? If so, explain: e. Variety of activities? Please list a few examples: f. Comments: 5. Participation a. Do activities specify? If so, is there a gender bias in groupings? b. If left up to teachers, does text give options or ideas for set up? c. Comments: 6. Learner & Teacher Roles a. Specifically defined? Where? Unit, activities, etc.? b. Comments: 7. Role of Materials as a Whole a. Provides detailed guidance? How so? b. Provides ideas for active development or rejection? Explain: c. Comments:

YES YES YES

NO NO NO

YES YES YES

NO NO NO

YES YES

NO NO

YES YES

NO NO

D. EVALUATION (please explain)

1. Selection Based on the above analysis, can some material be left and used unchanged? 2. Rejection Does the textbook need revisions to fit your context? Can activities be omitted or changed? 3. Adaptation Can activities be elaborated on or extended using existing material? 4. Supplementation Can new materials be introduced with existing material? 5. Replacement Do activities need modification to procedure or changes in content?

E. FINAL NOTES/COMMENTS:

Adapted from: Littlejohn, A. (1998). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson (ed.), Materials Development in Language Teaching. Cambridge: Cambridge University Press, pp.190-216. McGrath, I. (2002). Chapter 4: Coursebook-based teaching: adaptation. Materials Evaluation and Design for Language Teaching. Edinburgh, Edinburgh: Edinburgh University Press, p. 59. Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum 13 Special Issue, 355-361.

Appendix B Applied Textbook Checklist for Chilean Context on Travelers 8 Teachers Guide by reviewer
Title: Travelers 8 Teachers Guide Author: Lina Alvarado Jantus Publisher: Ediciones Cal y Canto Ltda. A. BOOK AS A WHOLE (or textbook material package)
1. Grade Level: 8 2. Components: (circle those that apply) Student Book Teacher Book Workbook Worksheets Tests Supplemental Materials (circle) Primary Secondary Audio Materials Visual Materials CALL

Quizzes Self-Assessments Peer Assessments

Additional not listed above or notes pertaining to components: Package contains Student and Teacher books with audio CD. All other components are found within the Student and Teacher books Materials available to students: Student book, online materials

B. PUBLICATION
1. Organization: a. Clear divisions into units or sections? b. Clear divisions into subsections? c. Is there a continuous flow between subsections? 2. Overall quality (explain): Great use of colors and graphics that are attractive to learners YES YES YES NO NO NO

3. Are there materials provided in teacher guide not applicable to student version? YES NO If so, explain: answer keys, in-depth instructions, and teacher-related materials used for instructional purposes

C. DESIGN (circle and explain if applicable)

1. Aims a. Provided for teachers & students? Note: very clear YES NO b. Open for changes? YES NO c. Comments: New aims can be added to the list, but existing cannot be deleted since the ones already given are mandated 2. Sequencing a. Appropriate? YES NO b. Open for changes? YES NO c. Adequate for teachers & students to follow? YES NO d. Comments: Overall sequencing works for the flow, but some activities within subsections may need reformulation for learners 3. Content, Subject Matter, and Focus a. Appropriate level? YES NO b. Gender bias? Addressed in course description equal usage of boys and girls YES NO c. Authentic? YES NO d. Adequate for teachers & students to follow? YES NO e. Comments: Provides citations to websites where authentic materials are found if information is needed or materials. Activities have difficulty ranking markers (+) low, (++) medium, and (+++) high, and FL (fast learner) activities depending on student ability level. Content is appropriate for 8th grade level 4. Types of Learning/Teaching Activities a. What do they require learner and teacher to do? Explain: Wide range of communicative activities promoting language skill use. Language focus sections provide noticing gap scaffolding for learners to find the target focus. Participation has group, partner, and individual work. Most lesson activities are teacher-led instruction, but the focus is student-centered

b. Can students show process competence for knowledge, affects, abilities, and skills? YES Explain: The lesson tasks provide students with proper scaffolding to reach desired learning outcomes c. Multiple language skills addressed? YES d. Unequal balance of skills? If so, explain: YES Teachers might need to promote more speaking activities, but receptive skills are core focus for context e. Variety of activities? Please list a few examples: YES Reading excerpts, games, comic strip analysis, matching, cloze, pronunciation, short writing prompts f. Comments:

NO NO NO NO

5. Participation a. Do activities specify? YES NO If so, is there a gender bias in groupings? YES NO b. If left up to teachers, does text give options or ideas for set up? YES NO c. Comments: Teachers can assign pair/partner work, but most activities are led by the teacher asking questions questions to the whole class, or teacher can address students individually depending on learners 6. Learner & Teacher Roles a. Specifically defined? YES NO b. Where? Unit, activities, etc.?: Teacher roles are specifically addressed in the guide and students roles and expectations are featured at the beginning of each unit (learner attitudes and what to expect in the unit) 7. Role of Materials as a Whole a. Provides detailed guidance? YES NO How so? Stated in the textbook are explicit methodological instruction to completing the activities and lessons within each unit. b. Provides ideas for active development or rejection? YES NO Explain: Provides ideas for developmentnot for rejection c. Comments: Guide serves to facilitate non-native English teachers so guidance is explicit. Rejection of materials and components within might

D. EVALUATION (please explain) *For final teacher analysis in their context*

1. Selection Based on the above analysis, can some material be left and used unchanged? Yes 2. Rejection Does the textbook need revisions to fit your context? Can activities be omitted or changed? Yes, there will be adaptations for every context depending on the learners and activities can be omitted or modified. 3. Adaptation Can activities be elaborated on or extended using existing material? Yes 4. Supplementation Can new materials be introduced with existing material? Yes, this text also facilitates bringing in new material from websites to aid with existing material. 5. Replacement Do activities need modification to procedure or changes in content? Depending on the learners interest in content, modifications and changes may be necessary.

E. FINAL NOTES/COMMENTS:

Checklist review completed by Aarika Floyd.