A Practical Tool for Evaluating the Potential of ESOL Textbooks to Promote Learning Transfer

Abstract

For teaching English to speakers of other languages (ESOL) to be seen as having substantial impact, learning that occurs in the classroom must transfer to situations outside the classroom. Unfortunately, education research shows that transfer can be difficult to promote. Therefore, ESOL teachers may want to ensure that their classes are as conducive as possible to transfer. In the many ESOL contexts in which textbooks play a central role in classes, this will mean ensuring that the textbooks used help as much as possible to promote transfer. However, evaluating the potential of ESOL textbooks to help promote transfer may not be straightforward with existing published resources. Therefore, this article describes and demonstrates a new textbook evaluation tool that was designed based on key ideas in scholarly work on learning transfer and patterns in current ESOL textbooks. The aim is to provide a practical tool that teachers can use to evaluate the potential of ESOL textbooks to promote learning transfer.

The role of supervisor and peer support in training transfer in institutions of higher education

“…The transfer of training benefits both the employee and the entire organization because it causes learning to last and accumulate over a long period of time (Bates et al , 2012, p. 549; bin Zumrah, 2012; Soerensen et al , 2017; Yaghi & Yaghi, 2014). It consists in the direct and indirect application of KSA that an organization member has acquired during work‐related training (Akhorshaideh, 2013; James, 2017). The components of KSA are ‘Knowledge’, which refers to either cognitive or behavioral exposure to relatively new ideas, values, approaches, or methods related to work (Liu & Chan, 2016; Yaghi, 2006); ‘Skills’, which refers to practices and behavioral activities used to perform the job (Al‐Mughairi, 2018); and ‘Abilities’, that is, the capacity to perform a particular set of job‐related tasks (Al‐Mughairi, 2018; Yaghi et al , 2008).…”

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

“…In learning another language, it is important that learners are aware of interaction of languages in their mind (Talebi, 2014). According to James (2016) transfer is a relevant concern for English as a second or foreign language teachers, and without it the effect of teaching is limited. Many researchers studied L1 influences on L2 and viewed L1 as a linguistic repertoire to English acquisition (Genesee et al, 2006); however, some language learning programs are after improvement of native language proficiency beyond English acquisition (Wright, 2010).…”

“…However, there is lack of literature on cross-linguistic influences (or reverse transfer as is meant in the current study) to analyse if magnitude of effects of an interventionist program (i.e., instruction of reading through the conceptual system that commonly exists between them. An intriguing question in teaching English to speakers of other languages is if, and to what extent this teaching is effective in improving learners' language ability, and if the improved ability transfers (James, 2016).…”

Youth Leadership Development through Training Transfer and Mentoring

“…The transfer of training benefits both the employee and the entire organization because it causes learning to last and accumulate over a long period of time (Soerensen et al, 2017). It consists in the direct and indirect application of KSA that an organization member has acquired during work-related training (James, 2017). Cascio (2003) states training transfers refer to the use of knowledge, skills and conduct in training.…”