 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A Study on Textbook Evaluation Criteria for the Teaching of Culture in English Language Teaching
JIANG Bo
Full-Text PDF
XML 1541 Views
DOI:10.17265/1539-8080/2016.11.007
Harbin Engineering University, Harbin, China
Textbooks play a significant role in language teaching and learning. If language teaching is closely connected with the teaching of culture, a textbook is also a most essential constituent to the teaching of culture. This study focuses on common textbook evaluation criteria for the teaching of culture: realism, topics, stereotyping, task design, and extra information. Since these criteria appear to be unsupported with theoretical or empirical grounding in research, this paper attempts to evaluate them and proposes recommendations with a view to creating an analytical tool for future analysis of culture teaching in English language textbooks.
intercultural communication, intercultural learning, second language learning, foreign language education
Byram, M. (1989). Cultural studies in foreign language education. Clevedon: Multilingual Matters.
Byram, M., & Esarte-Sarries, V. (1993). Investigating cultural studies in foreign language teaching. Clevedon: Multilingual Matters.
Byram, M., & Morgan, C. (1994). Teaching and learning language and culture. Clevedon: Multilingual Matters.
Carrell, D., & Korwitz, J. (1994). Using concordancing techniques to study gender stereotyping in ELT textbooks. In J. Sunderland (Ed.), Exploring gender: questions and implications for English language education (pp. 73-82). New York: Prentice Hall International.
Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cambridge University Press.
Feng, A. W., & Byram, M. (2002). Authenticity in college English textbooks-an intercultural perspective. BELC Journal, 33(2), 58-84.
Garinger, D. (2002). Textbook selection for the ESL classroom. Center for applied linguistics digest. Retrieved March 23, 2008 from http://www.cal.org/resources/Digest/0210garinger.html
Guariento, W., & Morley, J. (2001).Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347-353.
Indiana Department of Education. (2007). Standards-based textbook evaluation guide. Retrieved December 23, 2007 from http://www.doe.state.in.us
Jones, J. (1997). Prejudice and racism. New York: McGraw-Hill.
Jordan, R. R. (1997). English for academic purposes: A guide and resource for teachers. Cambridge: Cambridge University Press.
Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, X(7). Retrieved December 23, 2011 from. http://iteslj.org/
Lippmann, W. (1965). Public opinion. New York: The Free Press.
Mathur, A. (2003) What knowledge is of most worth. In W. Pinar, D. Trueit, W. Doll, and H. Wang (Eds.), Internationalization of curriculum studies (pp. 137-177). New York: Peter Lang.
McKay, S. L. (2002). Teaching English as an international language. Oxford: OUP.
Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2). Retrieved May 29, 2008 from http://www.readingmatrix.com/reading_projects/miekley/project.pdf
Pfister, G. G., & Borzilleri, P. A. (1977). Surface cultural concepts: A design for the evaluation of cultural material in textbooks. Die Unterrichtspraxis/Teaching German, 10(2), 102-108.
Saluveer, E. (2004). Teaching culture in English classes. Retrieved June 3, 2009 from http://hdl.handle.net/10062/922
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 4(4), 237-246.
Tajfel, H. (1981). Human groups and social categories: Studies in social psychology. Cambridge, England: Cambridge University Press.