How local teachers respond to the culture and language of a global English as a Foreign Language textbook

Forman, Ross G.

doi:10.1080/07908318.2013.868473

Cited by 50 publications

(34 citation statements)

References 31 publications

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“…Researching the way local teachers use English language textbooks in rural Thailand, Forman (2014) found that teachers adhere to the cultural information presented in the texts, even if the information is irrelevant, confusing, or misleading for students. As Forman notes, for these teachers "the textbook is the curriculum," with an authority "beyond criticism," making the cultural information included in textbooks particularly influential in EFL contexts (2014, p. 72-73).…”

Section: English As An International Languagementioning

confidence: 99%

“…Recognizing that there are more non-native speakers than native speakers, that English is spoken in a wide variety of contexts throughout the world, and that a number of varieties of English are used globally influences conceptualizations of teachers' roles, linguistic content to be taught, and expectations for students to be communicatively competent (Naji Meidani & Pishghadam, 2013;Sharifian, 2013;Shin et al, 2011;Yuen, 2011). Researchers examining English language textbooks from an EIL perspective have found them to be limited in variety and depth of cultural content (Shin et al, 2011;Yuen, 2011) and misleading for students (Forman, 2014).…”

Section: English As An International Languagementioning

confidence: 99%

“…As Forman notes, for these teachers "the textbook is the curriculum," with an authority "beyond criticism," making the cultural information included in textbooks particularly influential in EFL contexts (2014, p. 72-73). Like Yuen (2011), Forman (2014 suggests that the content of textbook materials should include a variety of cultural material, both local and global.…”

Section: English As An International Languagementioning

confidence: 99%

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A Critical Examination of Representation and Culture in Four English Language Textbooks

Hilliard¹

2015

LEiA

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Section: English As An International Languagementioning

confidence: 99%

Section: English As An International Languagementioning

confidence: 99%

Section: English As An International Languagementioning

confidence: 99%

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A Critical Examination of Representation and Culture in Four English Language Textbooks

Hilliard¹

2015

LEiA

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“…Challenging foreign language textbooks means to analyse critically their linguistic and sociocultural representations of the target language, since they usually legitimise certain kinds of knowledge in order to be accommodated to as many educational contexts as possible (Canale, 2016;Forman, 2014;Gray, 2010). Furthermore, culture, when addressed by foreign language textbooks, is often presented in a selective manner with the purpose to satisfy the consumers of those materials by promoting specific ideologies rather than focusing the pedagogical lens into the diverse sociocultural fabric of society.…”

Section: Syllabus Designmentioning

confidence: 99%

From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

Carilo

2018

BELT

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This article aims to discuss the relationship between language policy, language-in-education policy and the foreign language teaching-learning process. In so doing, a critical review of relevant literature is offered with the purpose to clarify how the areas of enquiry related to language and language-in-education policymaking and enactment are intertwined to the practicalities of foreign language curriculum development and syllabus design. Such connection is represented by the politically-, ideologically- and socioculturally-driven choices of policymakers and policy enactors, as well as their influence on everyday foreign language practice. Criticality and authorship are advocated throughout this article as strategies on which teachers and students should rely in order to challenge predetermined and/or decontextualised directives concerning the foreign language teaching-learning process.

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“…The premise of our study based on literature review is that not all schools and not all teachers are prepared, or have the resources, to deal with such diverse contexts in the classroom (Forman 2014;Samson & Collins, 2012); neither are they prepared to receive three important minorities: immigrant students, students with low socioeconomic status and ethnic groups (Kaida, 2013;Keels, 2009;Loeb, Soland & Fox, 2014) and to differentiate methods for other group of students: foreign language learners (languages other than English). Our focus is the minority related to the immigrant population in Portuguese schools.…”

mentioning

confidence: 99%

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

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The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980;. Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers' perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.

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How local teachers respond to the culture and language of a global English as a Foreign Language textbook

Cited by 50 publications

References 31 publications

A Critical Examination of Representation and Culture in Four English Language Textbooks

A Critical Examination of Representation and Culture in Four English Language Textbooks

From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

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