A Textbook Evaluation of Socio-cultural Contexts in Top Notch Series

Farzaneh, Nima; Kohandani, Mohammadreza; Nejadansari, Dariush

doi:10.1016/j.sbspro.2014.03.442

Cited by 14 publications

(12 citation statements)

References 6 publications

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“…Therefore, the selection of information and knowledge material should reflect Indonesian socio-cultural thinking, meaning that it should not be dominated by cultural elements of native speakers (British, American, and Australian). In addition, familiar contexts to learners' worldviews and culture should also be taken into account (Farzaneh, Kohandani, & Nejadansari, 2014). As an international language, the local culture should be reflected in an EFL textbook rather than linked to the culture of the native speakers (Ahmad & Shah, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural Values in a High School EFL Textbook in the Indonesian Context

Sinaga¹,

Putrawan²,

Nurdiana³

2020

ujer

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Although considerable amount of research on culture and ideology in textbooks has appeared previously in the literature, less attention has been paid to cultural values and gender ideology in EFL textbooks in the Indonesian context. They are inseparable from education goals that can form learners' characters in the context of national education system. Therefore, this study was aimed at explaining cultural values and identifying gender ideology contained in one of EFL textbooks in Indonesia. This study was conducted through a descriptive qualitative approach in which the data were collected from an EFL textbook through a systematic procedure of document analysis involving skimming, reading (thorough examination), and interpretation. The results indicate that the high school EFL textbook under investigation contains cultural values and gender ideology. Females are more prominent in terms of intellectual portrayals compared to males. However, females are still attached to a more sensitive and caring image about humanity. In terms of personality, both females and males have an intellectual personality trait, a thinker. However, being domestic work-oriented, parenting, and caring for family are traits and occupational roles attributed to females. In addition, females are represented as weak beings (victims), while males are positioned as a strong and brave character. Seen from ideological point of view, gender ideology is found in the form of women's wider emancipation in the public sphere, but the stereotype of women as weak and domestic work-oriented beings and the prominent role of men as "rulers" of life are still apparent. The implications for EFL textbook writing and recommendations for future research are also discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Cultural Values in a High School EFL Textbook in the Indonesian Context

Sinaga¹,

Putrawan²,

Nurdiana³

2020

ujer

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“…Apart from evaluating to realize whether they accomplish the aim of conveying the knowledge (Najafi Sarem et al, 2013;Schmidt, et al, 2007), textbooks are evaluated so that the teachers would find out if they effectively suit their purposes while using the textbooks (Riazi & Mosalanejad, 2010;Kulm, et al, 1999). Other reasons include checking their appropriacy in a given context with wide and contextually relevant criteria to meet students' contextual needs and expectations (Farzaneh, Kohandani, & Nejadansari, 2014;Shah, Ahmed, & Mahmood, 2014), matching learners' needs to available solutions (Akbari & Pourabbas, 2015;Chowdhury, 2016;Grant, 1987;Tok, 2010), identifying textbooks' productivity and value as regards the aims, principles, or norms (Salehi, Khadivar, Babaee, & Singh, 2015), establishing discrimination between all offered textbooks on the market (Miekley, 2005;Sheldon, 1988), implementing new coursebooks and identifying minuses and pluses in certain textbooks being in use (Cunningsworth, 1995), and for conducting action research (Tomlinson, 1996). Furthermore, it is proposed that textbook evaluation leads to teachers' development and professional growth (Cunningsworth, 1995), as well as upsurge in students' attainment and success of educational programs (Genesee, 2001), and promoting the teachers' awareness to set requisites.…”

Section: Textbook Evaluation: Justification Of the Needmentioning

confidence: 99%

A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry

Gholami

Noordin

Rafik-Galea

2017

IJELS

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It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.

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“…There has also been much research related to analyzing cultural and intercultural elements and components in textbooks. For example, Farzaneh et al (2014) sought social-cultural contexts in Top Notch series. However, there has not been any study on intercultural components and learning tasks in the piloted English textbooks under the Project.…”

Section: Introduction *mentioning

confidence: 99%

An Investigation Into Intercultural Components in Three Piloted English Textbooks for Vietnamese High Schools Under the National Foreign Languages Project

2021

JFS

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Textbooks, as the main source of teaching material, provide learners with not only language input and practice but also intercultural knowledge and skills to build up learners’ intercultural communication competence (ICC). This study aimed at finding out whether the English textbooks under the National Foreign Languages Project (commonly known as Project 2020, or NFL) implemented in high schools include intercultural elements and help students in improving students’ ICC. The framework by Chao (2011) was used to analyze and categorize the content of the textbooks into different cultural categories. The results of the study indicate that textbook compilers integrated cultural information from various sources including intercultural interactions in the textbook series.

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A Textbook Evaluation of Socio-cultural Contexts in Top Notch Series

Cited by 14 publications

References 6 publications

Cultural Values in a High School EFL Textbook in the Indonesian Context

Cultural Values in a High School EFL Textbook in the Indonesian Context

A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry

An Investigation Into Intercultural Components in Three Piloted English Textbooks for Vietnamese High Schools Under the National Foreign Languages Project

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