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One of the tools that English language teachers use to effectively carry out English language teaching and learning is materials. In this context, English language teachers and English language teacher candidates must have the necessary knowledge and skills regarding creating and designing English language teaching and learning materials. For this reason, in many universities around the world, courses related to material design and development are taught in departments that train English language teachers. Following current developments in foreign language materials design and development is a priority for publishing houses, especially those that design textbooks in the light of current approaches. Thus, this book provides textbook publishers and English language teacher trainees, teachers, academicians and practitioners with the current theoretical and practical directions in developing, designing, and implementing materials to enhance foreign language learning and use.

We study the causal effect of school curricula on students’ political attitudes, exploiting a major textbook reform in China between 2004 and 2010. The sharp, staggered introduction of the new curriculum across provinces allows us to identify its causal effects. We examine government documents articulating desired consequences of the reform and identify changes in textbooks reflecting these aims. A survey we conducted reveals that the reform was often successful in shaping attitudes, while evidence on behavior is mixed. Studying the new curriculum led to more positive views of China’s governance, changed views on democracy, and increased skepticism toward free markets.

This paper aims to present the constitution and policy of the collections maintained by the specialized archive of the memory and research center History of Literacy, Reading, Writing and Textbooks (Hisales). Hisales was founded in 2006 at the College of Education (FaE) of the Federal University of Pelotas (UFPel), and it is located in the city of Pelotas, state of Rio Grande do Sul, Brazil. Currently, Hisales conducts research projects on the following themes: I) History of literacy and schooling; II) Reading and writing practices inside and outside school settings; III); Content, visuality and materiality in textbooks, educational printed materials and school materials. The main collections that make up the archive are: a) School exercise books; b) Teachers' planning notebooks; c) School Textbooks for teaching reading and writing (Primers); d) School Textbooks produced in Rio Grande do Sul between the 1900s and the 1980s; e) Instructional materials; f) Personal and family writings. The center's members, who are students from the undergraduate and graduate programs, as well as researchers from different academic institutions in the state of Rio Grande do Sul and in the entire country, use Hisales' archives in their projects, as objects and/or research sources. The documents housed in the center are also used in extension, research and teaching projects, promoting actions with UFPel, partnerships with other institutions and approximations to the community in general. Thus, these collections help to safeguard the history and memory of education, especially concerning literacy. Este artículo tiene como objetivo presentar la constitución y política de las colecciones que mantiene el centro de memoria e investigación Historia de la Alfabetización, Lectura, Escritura y Libros Escolares (Hisales). Hisales fue creado en 2006, en la Facultad de Educación (FaE) de la Universidad Federal de Pelotas (UFPel), en la ciudad de Pelotas, en el estado de Rio Grande do Sul, Brasil. Actualmente, tres ejes son privilegiados en la investigación de Hisales: I) Historia de la alfabetización y la escolarización; II) Prácticas de lectura y escritura escolares y no escolares; III) Contenido, visualidad y materialidad en libros de texto, impresos pedagógicos y material escolar. Las principales colecciones que componen el archivo son: a) Cuadernos de estudiantes; b) Cuadernos de planificación de los profesores; c) Libros para enseñar a leer y escribir; d) Manuales escolares producidos en Rio Grande do Sul entre los años 1900 y 1980; e) Materiales didáctico-pedagógicos; f) Escritos personales y familiares. Los integrantes del centro, estudiantes de grado y posgrado, así como investigadores de diferentes instituciones de Rio Grande do Sul y otros estados del país utilizan las colecciones de Hisales en sus proyectos, como objeto y/o fuente de investigación. Los documentos resguardados por el centro también se utilizan en proyectos de extensión, investigación y docencia, promoviendo acciones con la UFPel, alianzas con otras instituciones y acercamientos con la comunidad en general. Por tanto, estas colecciones colaboran en la preservación de la historia y la memoria de la educación, especialmente con respecto a la alfabetización.

Comparing narratives of the Soviet occupation in 1940 in current textbooks by two leading Lithuanian publishing houses, I claim that Lithuanian textbooks offer diverging accounts, which mirror to a large extent the opposing mnemonic frames supported by two rival political camps. I also show that the same textbooks tame those differences by transcending the politically charged frames they have chosen in the first place, presenting, for example, the USSR as both villain and victim of the war. Considering the relevance of these findings for our understanding of dynamics of remembering in general and in the Lithuanian culture of memory in particular, I point out that embracing the political inherent in all acts of recalling the past does not necessarily lead to politicized, i.e. narrow-minded memories, and I reflect on what these mnemonic practices mean for reevaluating the traditional role of Eastern Europe as the backward other of Western Europe.

Der Beitrag bezieht sich auf meine Publikation über Kunst in gymnasialen Lesebüchern, in dem ich argumentiere, dass die Kunst als Bildungsthema innerhalb des Deutschunterrichts mit Hilfe des Lesebuches am Ende des 20. Jahrhunderts verschwindet.

This article assesses the depiction of gender in texts and pictures contained in civics and mathematics textbooks currently in use from year one to year five in primary schools in Albania. I carry out quantitative analysis in order to examine whether males and females are equally represented in terms of sex, age, designations, activities, and attributes ascribed to the characters, applying a method advanced by Carole Brugeilles and Sylvie Cromer, as well as qualitative analysis in order to investigate potential gender stereotypes in textbooks. The findings reveal that textbooks are not gender-responsive and that pupils are encountering more males than females in them. Both genders are described with stereotyped attributes, which reinforce traditional perceptions of their roles. Moreover, they convey a gendered division between males' and females' participation in the public and private spheres.

This collection of fourteen key papers deriving from CEEJA's second international conference exploring the Japanese history of technology, concentrates on the routes to acquiring and transmitting technical knowledge in Japan's modern era - from the very earliest endeavours in establishing opportunities for acquiring a technical education to the translation of foreign textbooks and manuals. Published in two volumes and thematically structured in three Parts, this wide-ranging work both complements and expands on the subject-matter contained in the first volume entitled Technical Knowledge in Early Modern Japan (2020). Part I includes 'François Léonce Verny and the Beginning of the \"Modern\" Technical Education in Japan', by NISHIYAMA Takahiro; 'The Role of the Ministry of Industry in Designing Engineering Education in Meiji Japan' by WADA Masanori; 'From Confucianism to Modern Technical Studies: Studying Mining at the Imperial College of Engineering (K? bu-dai-gakk?)' by Erich Pauer. ' Part II includes 'Education of Female Silk Reeling Instructors in the Meiji Period' by SASHINAMI Akiko; 'Kikuchi Ky? z? and the Implementation of Cotton Spinning Technology' by Janet Hunter; 'The Establishment and Curriculum of the Industrial Schools (shokko gakk?) in Meiji Japan' by TODA Kiyoko. Part III includes 'Transfer of Technology via Technical Textbooks: From the West to China and Japan' by CHEN Hailian; 'Translation of European Books on Natural Sciences and Technology in China' by Christine MOLLMURATA; 'Translation of Foreign Textbooks for Education in Japan' by Ruselle Meade. Contents: Frontmatter --.