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The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram’s framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, Speaking Critically: Intercultural Conversation . The paper also explores university students’ attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.

Where do design principles come from?Are they abstract \"rules\" established by professionals or do they have roots in human experience?And if we encounter these visual phenomena in our everyday lives, how do designers use them to attract our attention, orient our behavior, and create compelling and memorable communication that stands out among.

After World War II, France embarked on a project of modernization, which included the development of the modern mass home.At Home in Postwar Franceexamines key groups of actors - state officials, architects, sociologists and tastemakers - arguing that modernizers looked to the home as a site for social engineering and nation-building; designers and advocates of the modern home contributed to the democratization of French society; and the French home of theTrente Glorieuses, as it was built and inhabited, was a hybrid product of architects', planners', and residents' understandings of modernity. This volume identifies the \"right to comfort\" as an invention of the postwar period and suggests that the modern mass home played a vital role in shaping new expectations for well-being and happiness.

Competence-based teaching focuses on connecting real-life situations and student experiences and encouraging active participation in learning to thereby facilitate the integration of knowledge, skills, and attitudes, and promote practical application. Designing competence-based textbooks is a crucial aspect of the 12-year national education curriculum reform. This study focused on the core subjects taught in secondary schools and conducted a questionnaire survey to assess the attention level and performance of textbook editors and reviewers with respect to designing competence-based textbooks and identifying items for improvement. The main findings are as follows. 1. All surveyed editors and reviewers emphasized the following dimensions of textbook: knowledge system ＞ learning support ＞ initiative ＞ inquiry ＞ practice. 2. Several indicators within the dimensions of initiative and inquiry were strongly emphasized and competently executed by the reviewers but not by the editors. By contrast, the indicators that

This study explores how integrated curriculum in the textbooks of Civics and Society in senior high schools were designed and how textbook editors responded to integrated curriculum reforms by adopting a two-stage research design. In the first stage, the researchers analyzed learning content structure, and in the second stage, conducted semi-structured interviews with textbook editors to explore their considerations for designing an integrated curriculum and the dilemmas of textbooks' organization and integrated design. The main findings of this study are as follows. First, integrated curriculum in the Civics and Society textbooks of senior high schools were designed from a multidisciplinary perspective, which placed two or more disciplines side-by-side and was not a sufficient condition for interdisciplinary approach. Second, the editors believed that the definition of integrated curriculum in curriculum guidelines were ambiguous. Third, editors avoided dramatic changes in the curriculum organization with co

In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests. Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a) were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing connections between visual and verbal representations of a system.

本文旨在分析十二年國教課綱「防災教育」議題課程內涵，並探討日本防災教育政策及課程教材。全文透過文獻探討與質性內容分析，分三部分進行陳述，包含：一、我國防災教育議題課程內涵分析；二、日本防災教育的政策與課綱探討；以及，三、以東京書籍出版的社會教科書為例分析其防災教育教材設計。研究結果重要發現如下：一、我國防災教育內涵偏重風險管理與技能精熟取向；二、日本防災教育政策從中央到地方環環相扣系統緊密，課綱重視學生生活經驗、問題解決能力與責任感培養；三、日本教科書設計重視美觀、防災教材善用圖表強化理解並引導討論活動。本研究結果希冀能提供未來防災教育規劃實施與教材編製者參考。

In preparation for the World Games 2009 in Kaohsiung City, a conversation textbook was designed by the National Kaohsiung Hospitality College instructors to be used for an English language course related to training student volunteers. This paper reports on the design principles of this conversation textbook, and also investigates a range of discourse features of the dialogues written for it. In the first part of this paper, the goals and objectives of this course and textbook design are explained. Second, the literature in ESP textbook writing is briefly reviewed, and issues related to material authenticity are discussed. In the third part, a detailed analysis of the dialogues in the textbook are reported using the following discourse features: length and turn-taking patterns, lexical density, number of false starts and repetitions, pausing, and the use of hesitation devices. Recommendations and implications for future ESP textbook designers are given as well.

This paper considers the Electronic Books ON-screen Interface (EBONI) Project's research into the importance of the user when designing electronic textbooks. The results of the Visual Book and the WEB Book experiments, which explored design aspects of e-books and provide a backdrop to EBONI's research, are presented. EBONI's methodology and evaluations, involving over 200 students, lecturers and researchers in UK Higher Education, are described, and the findings discussed. It is proposed that, while aspects of paper books such as tables of contents, indexes and typography should be retained, books delivered electronically should also adapt to fit the new medium through use of hypertext, search engines and multimedia. In terms of the design of e-book hardware, issues such as size and weight, display technology and functionality are of primary importance to users. These findings have been presented to creators of educational digital content in the form of a set of Electronic Textbook Design Guidelines.

This study explores the process of social studies textbook design and development by Tokyo Shoseki. A prototype is proposed for this study based on textbook design and development in Taiwan and literature review. Data was collected using semi-structured interviews of authors, editors, and representatives of collaborating companies as well as using document analysis. The research aims are (1) to depict the process of textbook design, i.e., curriculum design, teaching design, text design, layout design, and graph design; (2) to explore the process of textbook development and its influence on textbook design; (3) to construct a model for textbook design and development; and (4) to reflect on textbook design and development in Taiwan and propose suggestions for reference. Based on the research findings, a dynamic model is proposed to explain the textbook design and development for Tokyo Shoseki. Six features of this model are identified comparing the prototype proposed in this study. The reflections on and sugges