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English Language Teaching Textbooks : Content , Consumption , Production
| Content Provider | Semantic Scholar |
|---|---|
| Author | Jarc, Mojca Bergauer |
| Copyright Year | 2015 |
| Abstract | Textbooks have been recognised as an important part of ELT, because they are an indicator of what is happening in the classroom (Bocanegra Valle, 2010; McGrath, 2013; Tomlinson, 2012). However textbook writing was long regarded as an essentially practical activity (Hutchinson & Waters, 1987) and as a relatively less important representative of the class of academic genres (Swales, 1995), therefore it did not receive much attention as an object of scientific inquiry. Moreover, fierce debates over the pedagogical usefulness of textbooks have developed (Harwood 2005; Hutchinson & Tores, 1994; Swan, 1992). Consequently questions of relations between teachers, learners, textbooks and textbook authors have been raised. Nevertheless, ELT textbooks were not completely absent from research. Despite their contested value for learning/teaching and a lack of systematic theoretical interest, textbooks were studied from pedagogic and from linguistic perspectives (e.g. Meunier & Gouverneur, 2009; Tomlinson, 2008). They were also analysed in their broader social contexts and were often seen as carriers of ideology and of cultural content (Shin, Eslami & Chen, 2011; Taki, 2008). |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://scriptamanent.sdutsj.edus.si/ScriptaManent/article/download/136/122 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
