VOGEL’S CRITERIA FOR
ANALYSING TEXTBOOK
This article
shows how criteria can be developed for evaluating English
language
textbooks. It presents a scheme for evaluation which can be
used to draw up
a checklist of items relevant to second (or foreign)
language
teaching. Instructions for using the checklist are given as a
way of
suggesting how teachers can evolve their own criteria for
different
situations.
In situations
where there is a shortage of trained teachers, language
teaching is very
closely tied to the textbook. This does not mean, of course,
that the method
demonstrated in the textbook is always faithfully reflected
in the method as
practised by the teacher. It is ironical that those teachers
who rely most
heavily on the textbook are the ones least qualified to
interpret its
intentions or evaluate its content and method. The textbook
can be a tyrant
to die teacher who, in his or her preoccupation with
covering die
syllabus, feels constrained to teach every item in exactly the
same sequence
and context in which it is presented by the textbook writer.
Any textbook
should be used judiciously, since it cannot cater equally to
the requirements
of every classroom setting. In bilingual and multilingual
situations,
there are special limitations on the amount of English language
teaching that
can be done via the textbook. The textbook can present
examples of
common difficulties, but diere are problems specific to
different
language groups which are left for the teacher to deal widi. It is
also likely that
a textbook will outlast its relevance because of changes in
the language
policy of the community for which it was written.
Scheme for The
evaluative scheme (Fig. 1) relates assumptions about teaching a second
evaluation
language to a set of linguistic, pedagogical, general, and technical criteria.
These are die
four assumptions on which die scheme is based
Textbook Analysis
What is Textbook Analysis?
Textbook analysis is the systematic analysis of the text
materials including the structure, the focus, and special learning assists.
Teachers may assume the text is “sacred" and follow it without thought or
write it off as useless. Either approach is a disservice to students. Many
textbook publishers and writers have developed texts with useful elements, if
we are willing to figure out what they are.
How can Textbook Analysis help your students?
Students in the general learning population may have an
easier time of "figuring out" how to use the textbook than those in
the special education population. With help from the teacher, the text
materials can begin to make more sense. If structure is explained students can
get a better idea of where they are going in the course. If the teacher
understands focus or bias, he/she can make additions or deletions as needed to
keep the presentation balanced. If Learning assists are understood, they have a
better chance of being utilized.
Way to implement textbook analysis
·
When a
new textbook is adopted, it can be helpful if you can hear what the sales staff
has to say about the book. You will discover what their intent was with
organization as well as with particular features of the book.
·
If sales staff is
unavailable, take a look at the promotional materials. See what they are proud
of. It may be useful in your planning.
·
Study the Table of
Contents to see the content scope and sequence. Have students look at this
organization with the idea of figuring out patterns. Cooperative Learning
groups can be effective in comparing observations. Organization may be simply
chronology for a history text, but is the same period of time covered in the
same number of pages? If not, why not? In Geography, are the headings all
continents? Or are there some chapters on entire countries? What does this say
about the focus of the text writers?
·
By looking at Unit
and Chapter headings, can you tell anything about the focus of the textbook
author? Is there an area that is emphasized while another is underemphasized?
E.g. in a Psychology text, does the author give equal treatment to different Personality
theories?
·
What are the special
assists associated with the text. Often a Social Studies text at the senior
high level is a major tome. It may be intimidating for the teacher as well as
the student. The teacher’s edition, with all the ancillary extras is even more
imposing. It is helpful if a teacher takes the text home and just looks at the
component parts. E.g. If you thing timelines are helpful in a history class,
are there chapter timelines? Unit timelines? Which are going to be useful? If they
are not useful, how am I going to compensate for that deficiency?
different types of textbook
analysis
There are many ways to analyze a
textbook, depending on the intent of the analysis. Purchasers may want to know
reading levels, costs, ancillary costs, etc. After the text has been purchased,
however, the analysis by the teacher, which can help instruction include the
Structure of the Text, the Focus of the Author, and the usefulness of the
learning assists.
INNOVATIVE LESSON PLAN
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