Asset Details
Do you wish to reserve the book?
Theorising textbook adaptation in English language teaching
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Theorising textbook adaptation in English language teaching
Do you wish to request the book?
Theorising textbook adaptation in English language teaching
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Theorising textbook adaptation in English language teaching
2022
Overview
Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines. (DIPF/Orig.)
