They may contain inauthentic language. Textbooks sometimes present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use.
They may distort content. Textbooks often present an idealized view of the world or fail to represent real issues. In order to make textbooks acceptable in many different contexts controversial topics are avoided and instead an idealized white middle-class view of the world is portrayed as the norm.
They may not reflect students’ needs. Since textbooks are often written for global markets they often do not reflect the interests and needs of students and hence may require adaptation.
They can deskill teachers. If teachers use textbooks as the primary source of their teaching leaving the textbook and teacher’s manual to make the major instructional decisions for them the teacher’s role can become reduced to that of a technician whose primarily function is to present materials prepared by others.
Working in contexts where textbooks are the main resource for learning, teachers research and share how to use the textbook creatively.
Changing the order of textbook lessons, supplementing texts with dialogues and role plays or bringing in magazine pictures are some of the suggestions for making lessons more varied. He describes how introducing simple activities such as warmers, brainstorming or crossword puzzles can lift the lesson and energise learners. He also describes how teachers can easily exploit reading texts to achieve different outcomes by focusing on other aspects of language, e.g. punctuation, vocabulary or verb tenses. Teaching creatively is about implementing simple yet effective teaching ideas which help learners achieve the aims and objectives in an interesting and motivating way.
Reflection and discussion One of the purposes of these resources is to help you with your own teacher development in related contexts. The questions in task 1 and task 2 are designed for you to think about and discuss with colleagues, either informally or as part of your formal professional development.
Textbooks are of great value and effect in the process of teaching and learning. Textbooks are considered an essential component of any EFL course so that the use of EFL published materials is more widespread than ever. They serve teachers with guidelines concerning syllabi, teaching methodologies, and the materials to be taught. Here care should be done in choosing the best suitable text for a particular context. Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning. A textbook has a very virtual role in teaching and learning of English. They are a kind of support for both teachers and learners. Textbooks provide students a kind of consistency. They have an important influence in the instructional process. ELT textbooks have major function in the current discussion. Sheldon (1988, p. 237) states that “textbooks represent the visible heart of any ELT program”. Textbooks are an almost universal component of English language teaching.
Textbooks are of great value and effect in the process of teaching and learning. Textbooks are considered an essential component of any EFL course so that the use of EFL published materials is more widespread than ever. They serve teachers with guidelines concerning syllabi, teaching methodologies, and the materials to be taught. Here care should be done in choosing the best suitable text for a particular context. Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning. A textbook has a very virtual role in teaching and learning of English. According to (2012), "textbooks are the main sources that can convey the knowledge and information to the learners in an easy and organized way" (p.176). They are a kind of support for both teachers and learners. Textbooks provide students a kind of consistency"(p. 95). They have an important influence in the instructional process. ELT textbooks have major function in the current discussion. Sheldon (1988, p. 237) states that “textbooks represent the visible heart of any ELT program”. Textbooks are an almost universal component of English language teaching.
They serve teachers with guidelines concerning syllabi, teaching methodologies, and the materials to be taught. Here care should be done in choosing the best suitable text for a particular context. Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning. A textbook has a very virtual role in teaching and learning of English
