AN EXTENSIVE
REPORT OF TEXTBOOK ANALYSIS
ON
'THE HERITAGE OF WORDS'
2067
Submitted to
The Department of English Education
In the Partial Fulfillment of
Practicum course in T.U.
Master's Degree in Education
(SPECIALIZATION IN ENGLISH EDUCATION)
Faculty of Education, Janta Multiple Campus
Itahari, Sunsari
Tribhuwan University, Nepal
Submitted By
Dinesh Kumar Poudel
M. Ed. Second Year
T.U. Regd. : 2364–84
Examination Roll No. : 2180011
ACKNOWLEDGEMENT
I would like to express
my sincere and hearty gratitude to my teacher and Campus Observer Mrs. Sabitra Thapa Poudel, my Subject
Teacher of Research Methodology, who guided me through this study. Her guidance,
patience, enthusiasm, cooperation, suggestion and keen interest in this study
are ever memorable. Her vigorous efforts made me present this report work in
this form.
I would also like to
express my sincere gratitude to Mr.
Tirtha Raj Acharya, Keshav Bhattarai, Mr. Kamal Dahal, Mr. Gopal Karki, Mr. C.
N. Niraula and Mr. Ekaraj Adhikari: my teachers of English Education for
guiding me through various stages of my learning and training. Their
contribution, encouragement, regular inspiration and suggestions before and
during orientation classes are invaluable. This work is the product of their hard
work, care and guidance.
I am very grateful to
Principal Mr. Mukunda Ghimire, the teacher of English Mr. Dadhiram Dahal, and Class
XII D students, of Kosi Saint James Higher Secondary School, Itahari, Sunsari
for their kind help and cooperation in the teaching–learning process and
preparing this analysis.
Furthermore, sincere
thanks go to my friends Dilli Ram Kaphle,
Laghu Subedi, Prem Kumar Das, Bam Niraula, Bhojraj Neupane, Suresh Kafle and Indra Chaudhari for support and
cooperation, to Sita Khanal Poudel, my wife, for her continual
support, care and understanding while preparing and writing the report. I am
thankful to all my well-wishers who directly or indirectly helped me in this
task.
Finally, I would like to thank Pooja Poudel and Anuja Poudel for their help in computer work.
September 17, 2010
–Dinesh Kumar Poudel
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TABLE OF CONTENTS
Acknowledgement
Contents
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Page No
i
ii
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Chapter One : Textbook Analysis
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1
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1.1. Introduction
1.2. Correlation Between the Syllabus
and the Textbooks
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1
2
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Chapter Two: Appropriateness
2.1. Content
2.2. Language
2.3. Exercises/Activities
2.4. Other Elements
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3
3
4
5
5
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Chapter Three: Organization of Items
3.1. Selection
3.2. Gradation
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6
6
7
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Chapter Four: Approach and Method
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8
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Chapter Five: Peripheral Features
5.1. Layout of the Book
5.2. Lettering and Spacing
5.3. Printing and Binding
5.4. Paper
5.5. Pricing
5.6. Pictures and Illustration
5.7. Availability
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10
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11
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Chapter Six: Supplementary Materials
6.1. Songs and Rhymes
6.2. Games and Puzzles
6.3. Test books
6.4. Audio-Visual Materials
6.5. Teacher's Guide
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13
13
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Bibliography
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14
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CHAPTER
ONE: TEXTBOOK ANALYSIS
1.1. Introduction
A textbook is used in the
study of a particular subject or syllabus, usually containing an orderly
presentation of subject matter, that is, language items or teaching items. It
is often accompanied by tests, exercises and instructional aids. It's designed
and written as the syllabus guides. It is an authorized material for teaching
and learning process in a classroom. In short, it is an integral part of the
education system. Dictionary of Education (1959) defines that the textbook is a
book dealing with a definite subject of study, systematically arranged,
intended for use at a specified level of instruction, and used as a principle
source of study materials for a given course. It should be free from any bias
and present accurate facts. In short, the textbook furnishes a large collection
of well selected and graded language items that are used in classrooms.
A textbook must regularly
be evaluated to make it up-to-date. Evaluation of the textbook will be able to
give the accurate information on the basis of students' background and interest.
Textbook analysis refer to a process of analysing or evaluating of a prepared
textbook on the basis of content, language, organization of items – selection
and gradation, approaches and methods of how much is to be appropriate.
Whoever chooses a textbook
for a particular syllabus or a subject there are some grounds to be observed in
the selection. In other words, the main criteria for evaluating a textbook are
based on two main aspects (that is content and physical aspects) of a book,
which enables the evaluator to evaluate the book.
For the Purpose of textbook analysis, I have chosen the
text "The Heritage of Words" which is being taught in Class XII as a
Compulsory English textbook. I'm utilizing the following criteria for the
analysis of the textbook 'The Heritage of Words'.
1.2. Correlation between the Syllabus and the Textbooks
A syllabus is designed to
achieve the set objectives of the educational system. There are some processes
of a syllabus designing. Among them content specification and content
organization are fundamental bases. Writing a textbook includes all the
materials according to content specification. The objectives/goals of a
particular course are to be achieved through its textbooks. Textbooks are one
of the prime means that support the whole educational program.
A syllabus and the
textbooks are interrelated. The failure or success of one is directly related
to the other. If the syllabus is defective, the textbook will be certainly
dysfunctional. In fact a textbook is a document which reflects the objective
and teaching items specified in the syllabus.
In the case of the
textbook 'The Heritage of Words', situations are similar. It means the textbook
can fulfill the objective of the syllabus. 'The Heritage of Words' is based on
the idea that reading is an informational as well as a recreational activity. A
selection of well written texts should guide the readers towards developing
intelligent awareness of some of the most important issues involved in living.
It fulfills the requirement of all four language skills. There is more or less good
relationship between the syllabus and the textbook: 'The Heritage of Words'.
CHAPTER TWO: APPROPRIATENESS
A textbook should include
appropriate content, language, exercises and other elements to offer for the target
group. These should be appropriate for the target group's cognitive and
academic levels. It can be fairly said that 'The Heritage of Words' is
appropriate for the Nepalese learner's cognitive and academic level of Class XII
students.
2.1. Content
The textbook ''The
Heritage of Words'' is adequate and suitable to the age, level and interests of
the students of Class XII. The content of ''The Heritage of Words" are
relevant and adequate. The coverage and content of this textbook are linked
with real life and the language situation. The contents are appropriate for the
teaching of pronunciation, introduction of new vocabulary item, grammar
explanations and practice. This textbook also includes some entertaining or fun
activities under adequate coverage of the content.
The textbook "The
Heritage of Words" is organized in eight units. Each unit has a clear
thematic content and all the eight units together present an intelligent
treatment of important ideas and topics of present-day relevance. Unit One
("Love and Reminiscence") is a "link'' unit, and it induces
general reading, writing and grammar activities for revision and prepares the
students for the study of the other major themes presented in the selection.
Unit Two ("Ecology and Change") deals with ecology, natural balance
and the changes man has brought about. It powerfully presents how the
environment is threatened as well as suggests the necessity for conserving it
for the survival of the earth and its inhabitants. Unit Three ("Humor and
Satire") brings the lighter part of our life to the fore. This unit
entertains and informs at the same time. Unit Four ("God and Man") deals with
the transience and insignificance of life, and the role of supernatural being. .
Unit Five ("Human Rights") deals with the burning problems of our
times, the voice of humanity is gaining prominence in many corners of power and
politics.. Unit Six ("Women and Children") explores the pain, injustice,
discrimination and neglect the children womenfolk are receiving. Unit Seven
("Crime and Confession") casts light upon the world of crime. Unit
Eight ("Playing with the Text") deals with how a text can be
transformed, how it can be completed, and how it can be interpreted.
The contents can be
rearranged according to their genre, too. The poems, short stories, essays and
dramas included in this textbook can be regrouped genre-wise, too.
The head note that
precedes each selection includes biographical information on the author and
refers the reader to other works of interest by the writer for further reading.
All the selections are followed by exercises which are designed to help or
direct the reader. 'Notes and References' contain comprehensive lists of words
most students may have difficulty with. This gives meanings of words and
phrases that students may find it difficult to locate the appropriate meaning in
a dictionary. The list also includes proper nouns and words and phrases in
languages other than English. This book focuses on all skills of language almost
equally but I feel listening skills is focused slightly less than other
language skills.
2.2. Language
Language used in the text
book "The Heritage of Words" is authentic and natural. Most of the
contents involved in the textbook "The Heritage of Words" are taken
from the native languages situations. The language used in this textbook is
accurate and real, and life oriented one. Vocabulary, style of language and
complexity of language structure are suitable to meet the set objectives. They
are psychologically workable according to target group's level and interests.
In this textbook short, simple and life situation sentences are used; poetic
languages are, too, used in this textbook. Speaking, reading and writing are highly
emphasized.
2.3. Exercises / Activities
An exercise is a set of
questions in a book, which is designed to help students to learn a particular
skill and to test their knowledge; a good textbook should have enough
appropriate exercises for class and homework. Exercise involves a set of
questions and activities designed to make students practice different language
skills and aspects.
The exercises given on
the textbook "The Heritage of Words" are the appropriate to have
adequate practice for students to develop the reading comprehension and to
develop vocabulary. These exercises are properly arranged. 'Understanding and
Interpretation' are given first to evaluate the reading comprehension. After
that, 'Style and Rhetorics' are given. Style and Rhetorics encourages students
to relish the literature. At the end of each topic 'Discussion' are given in
order to foster creative writing and discussion power on students involving
listening and speaking activities. These exercises are used to develop all the
language skills and aspects, and these are also more interesting while
involving writing exercises.
2.4. Other Elements
Other inner elements or
components of a textbook could be footnote, glossary, appendix, reference, etc.
Footnotes provide the details of the works quoted in the book. They are printed
at the bottom of the page in a book.
The book "The
Heritage of Words" does not contain elements such as appendix, references
but the book is rich in glossary and end notes. All the stories, essays, poems
etc are taken from the original sources and languages. These sources are
mentioned in related chapter or lesson. We can easily say that the book is
perfect in other elements also. The content of this textbook is sufficient in
itself in the question of other elements.
CHAPTER THREE:
ORGANIZATION OF ITEMS
The organization of the
items basically includes selection, gradation, arrangement and presentation in
the logical order.
3.1 Selection
The selected content in the book
"The Heritage of Words" are appropriate to meet the set objectives.
The selected contents in this book "The Heritage of Words" are as
follows:
Unit One : Love and Reminiscence
Unit Two : Ecology and Change
Unit Three : Humour and Satire.
Unit Four : God and Man
Unit Five : Human Right
Unit Six : Women and Children
Unit Seven : Crime and Confession
Unit Eight : Playing with the Text
Under these units, there
are foreign stories, poems, essays and articles. They will give the foreign
culture, language, styles and real English languages but some Nepalese stories,
essays, poems translated in English could have been included in this text. The only
article referring to Nepal is Hurried Trip to Avoid a Bad Star, under Ecology
and Change. But this article has lost its significance; great changes have
taken in the region since then. The students will be able to compare culture
and language of English with culture and language of this country. However, the
contents are appropriate for Nepalese English language learners of Class XII.
3.2. Gradation
Gradation is the ordering
of selected items in scientific way. It teaches him/her which items should be
taught before or after. Thus, the gradation depends on the mental level of
students, their age, educational and socio-cultural background, and the aims
with which we teach the language.
The contents selected in
the book "The Heritage of Words" are properly graded following the
established criteria of grading simple to complex. In this book, Humour and
Satire is, to me, more complex and poses difficulty to the students because of
its complexity. Ecology and Change unit is closer to their experience. But the
poems are rather more complex; more introductory notes, glossary, references
are essential to enjoy and understand the complex poems.
To sum up, we can fairly
say the contents are properly arranged.
CHAPTER FOUR: APPROACHES
AND METHODS
A good textbook should be
based on appropriate approaches and methods, suitable for the purpose of
language teaching. In other words, it should be based on the methods that
reflect the aims and objectives of the syllabus. Language items should be
presented in meaningful situation.
The contents of the
textbook "The Heritage of Words" are prepared based on the
audio-lingual method that is they focus on linguistic competence. There are
only post-reading activities and focus on less language functions rather than
grammar, meaning, etc. Students must be more active while writing questions and
other different exercises. It gives more emphasis on individual reading and
discussion. More space for the group work and pair work could have been
provided.
At last I can confidently
say that the textbook "The Heritage of Words" is appropriate for
Class XII students. The approaches, methods and techniques on which the book is
based on are good; they keep in mind the students' level, need and interest. However,
more communicative elements could have been added.
CHAPTER FIVE: PERIPHERAL
FEATURES
Peripheral features
involve/comprise layout of the book, lettering and spacing, printing and
binding, paper quality, pricing, pictures and illustrations, availability, etc.
They are physical aspects of textbooks which are also very important factors
for a textbook to be successful. Therefore, one sitting to evaluate a textbook
mustn't forget this aspect. Keeping in mind these physical aspects, I'm evaluating
the textbook "The Heritage of Words" the following features.
5.1. Layout of the Book
Layout of this textbook
is attractive, simple, useful and also appropriate for the targeted level of
students. The cover of this book is multi–coloured and the picture is quite
symbolic: the upright cylindrical shape
displays poems, stories, essays, drama, etc. to hold love and reminiscence,
crime and confession, ecology and change, women and change, humour and satire,
human right and god and man in the order of depth or prominence. The outlook is attractive, informative,
suggestive and thought provoking.
5.2. Lettering and Spacing
Lettering and spacing
also play important role to make a textbook good or appropriate. The textbook
"The Heritage of Words" is easily legible and very good for the
students of Class XII. No one need to complain about lettering and spacing of
this book, the letters and words are aptly typed maintaining proper spacing
between letters, words, and paragraphs. The letter fonts (Times New Roman,
Arial, Arial Rounded Bold, Bookman Old Style, etc. ), spacing and paragraphing
( Standard) and varying letter size (about 9–24) are very suitable to meet the
students' cognitive and academic levels. But line spacing is slightly tight at
the later part (Playing with the Text) of the book, the letter size too could
have been slightly reduced there.
5.3. Printing and Binding
The binding of this book
is durable and permit the book to open freely. The printing is also attractive
and clear. Based on the situation of the book printing and binding quality are good.
Binding of this book is of good quality (Reprint: 2010). The book is handy.
5.4. Paper
The paper used in
printing the cover page is 250 gram art paper which is good, durable and
appropriate to the size of the book. The "The Heritage of Words" is
printed in 80 gram paper which is white and good.
5.5. Pricing
The price of the textbook
"The Heritage of Words" is Rs. 110. It is reasonable and affordable
for all targeted readers. The price of the textbook is suitable on the basis of
the size, paper quality, theme included, outlook, targeted readers, etc.
5.6. Pictures and Illustration
Pictures and
illustrations used in a textbook should be attractive, interesting and
entertaining for the target readers because appropriate pictures and
illustrations can motivate the learners properly. In the textbook "The
Heritage of Words" there are not any pictures and illustrations. It would
have been better if the photographs of the writers were given in each lesson.
Illustrations would have been thought provoking, suggestive and self
explanatory. They reduce perspiration in understanding of the texts.
5.7. Availability
The book "The
Heritage of Words" is available everywhere in the country. If it were not
so, the target group would be mentally disturbed and distracted. The textbook
"The Heritage of Words" is readily available for the readers in major
towns and book stores of the country.
CHAPTER SIX:
SUPPLEMENTARY MATERIALS
Supplementary materials
are additional or extra materials, which are added to the textbook in order to
make it adequate. There are various types of supplementary materials, their
contribution to the language learning, advantages and disadvantages that are
useful and important.
6.1. Songs and Rhymes
Songs and rhymes are
interesting and entertaining for the learners, especially young learners. Songs
and rhymes are not included in this textbook. Nevertheless, songs are
indispensable part of a language learning and language; they could have been
included, in the form of tapes or CDs/DVDs.
6.2. Games and Puzzles
Language games and
puzzles contribute a lot to the language learning. They are useful to arouse
interests in learners. Apt provision of language games and puzzles certainly
enriches the quality of a language textbook. These are properly included on the
basis of requirement. Howsoever, no games and puzzles are included in this
textbook.
6.3. Test books
Test books are designed
to evaluate students' progress and achievement during the course and at the end
of the session as well. These progress tests and achievement tests provide the
feedback to the students as well as to the teachers. They are designed as the
supplementary materials to the teacher's book, students' books and workbooks.
The result of this book in tests or examinations is not up to the mark.
6.4. Audio – Visual Materials
In the field of teaching,
audio visual materials are equally important. While preparing language
textbooks, audio-visual materials are also prepared. There is no place for audio-visual
material at the time of teaching learning activities of the book "The
Heritage of Words". We can use recorded materials while teaching poems,
but no authentic recording made by a native speaker is available.
Multimedia CDs, DVDs, etc
must be supplied along with the textbooks. The production, distribution and use
of the multimedia materials is not so costly as before. But the lessons can be
livelier and learning-teaching becomes easier, faster and more enjoyable with
the use of multimedia teaching aids.
6.5. Teacher's Guide
Teacher's guide assists
the subject teacher to teach the textbook effectively and successfully. It
intimates the teacher how to teach each teaching item included in the textbook.
Teacher's guide supports
and assists the teachers, but it is not so easy to prepare one. It must be up
to date. It helps and supports the teacher but it may not work in every class
with equal result, because there are more then 80 students in so many
classrooms of our schools and campuses.
However, I strongly
stress on preparing a Teachers' Guide that supplies authentic multimedia texts,
daily lesson plans and necessary teaching materials related to the lesson. This
saves teachers who are bound to teach ten to twelve periods a day!
BIBLIOGRAPH
1. Lohani, S.P., R.P. Adhikari and A.
Subedi. 2064. The Heritage of Words. Ekta
Books: Kathmandu, Nepal.
2. Neupane, G.L. and H.R. Adhikari.
1998. ELT Materials and Practices,
Vidhyarthi Pustak
Prakashan: Kathmandu.
3. Shah, B.L. 2003. ELT Materials and
Practices. Ratna Pustak Bhandar:
Kathmandu.
4.
Subedi,
H.L. 2010. ELT Methods. Pradhan Book House: Kathmandu.
