Textbook Evaluation

When we reflect on why things work for a few students, we can begin to formulate a stance toward all students, a stance based on our commitment to respect the depth of their potential and the dignity of their person.

Robert Fried

Evaluating textbooks may be seemed by some teachers as extra work and as a boring and unnecessary process to carry out. However, it has been acknowledged that teachers should evaluate the textbooks they will use for teaching before working with them in the class. Since textbooks are not perfect, it is recommendable to evaluate them to know to what degree the textbook matches the teaching and learning needs of the population or institution that will make use of it. Indeed, “Evaluation is a matter of judging the fitness of something for a particular purpose” (Evaluating an EFL Textbook-A New English Course 2). In this particular case, teachers and principals have to decide whether a textbook could be valuable or not for what they are looking for. Textbooks at simply sight can be considered appealing and relevant for an English class, but when analyzing them carefully weaknesses can come out. Some of the components that have to be considered in any textbook evaluation process are: vocabulary, content, page layout, pictures used; availability of web sites, table of content, glossary, bibliography, comprehension and critical-thinking questions, and extension activities; use of captions and label, format of type style, line length, and leading, the role of the teacher, the role of the student, and the types of listening, speaking, reading, and writing exercises as well as the inclusion of culture and pronunciation activities. Finally, accessibility of assessment and testing are other components to consider.

All those components must be evaluated in respect to the language program or curriculum in which the textbook would be used. Since language programs might differ, textbooks used cannot be the same for every particular class. When textbook analysis is carried out, professors are ensuring that students are being exposed to what they need to study. Nevertheless, textbooks do not substitute the teacher or that does not mean that professors should not prepare additional materials and activities. On the contrary, textbooks should be perceived as additional aids and sources for teaching.