ONLINE ASSIGNMENT "VOGEL’S CRITERIA FOR ANALYSING TEXTBOOK"

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.