Araştırma Makalesi
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Evaluating English Textbook: A Sociolinguistic Perspective

Yıl 2021, Cilt: 7 Sayı: 2, 65 - 80, 17.12.2021
https://doi.org/10.47216/literacytrek.896070

Öz

This paper examines an English textbook used in Turkey within the context of sociolinguistic issues. Various studies on book evaluation can be found in the literature; however, there seems to be very limited research analysing the course books from a sociolinguistic perspective. By employing the qualitative research design, the 3rd grade English book Just Fun English (Tiras, 2019) published for public primary schools was analysed using the Sociolinguistic Textbook Evaluation Rubric (Atar & Erdem, 2020). Within the framework of the six criteria of the rubric, the results indicate that the textbook is hardly in conformity with the sociolinguistic matters. Though the textbook considers the linguistic ecology of learners and makes learning English accessible to the public, there are no examples of non-native and non-standard accents of English, non-native-non-native interaction, and successful bilinguals. This study contributes to a growing body of literature by evaluating a textbook concerning the sociolinguistic issues and it offers some insights into the improvement of the textbook.

Destekleyen Kurum

Sakarya University

Kaynakça

  • Ahmad, H., & Shah, S. R. (2014). EFL textbooks: Exploring the suitability of textbook contents from EFL teachers’ perspective. VFAST Transactions on Education and Social Sciences, 2(1), 87–95.
  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64.
  • Atar, C. & Amir, A. (2020). A sociolinguistic analysis of English textbooks in Sweden, 12th International Conference of Strategic Research on Scientific Studies and Education. 397-409. Available at http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-431992
  • Atar, C. & Erdem, C. (2020). A sociolinguistic perspective in the analysis of English textbooks: development of a checklist. Research in Pedagogy, 10(2), 398–416.
  • Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233–247.
  • Berns, M. S. (2013). Contexts of competence: Social and cultural considerations in communicative language teaching. Plenum.
  • Brown, H. D. (2000). Principles of language learning and teaching. Longman Press.
  • Byram, M. & Fleming, M. (Eds) (1998). Language learning from an intercultural perspective. Cambridge University Press.
  • Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
  • Cetinavci, U. R. (2012). Intercultural communicative competence in ELT. Procedia-Social and Behavioral Sciences, 46, 3445–3449.
  • Council of Europe (2001). Common European framework of reference for languages. Cambridge University Press.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39.
  • Dulger, O. (2016). Evaluation of EFL coursebooks taught in Turkey based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1–11.
  • Eken, T. D. (2019). Intercultural communicative competence as a 21st century skill and its presence in the EFL textbooks. International Journal of Language Academy, 7(2), 595-610.
  • Er, O. (2017). Evaluation of the cultural elements in the textbook “Genki I: An integrated course in elementary Japanese”. Journal of Education and Training Studies, 5(9), 193-204.
  • Genc, L. & Meral, S . (2020). Evaluation of an English course book in Turkey based upon sociolinguistic aspects. PESA Uluslararası Sosyal Araştırmalar Dergisi, 6(2), 171–181. Available at https://dergipark.org.tr/en/pub/pesausad/issue/56282/698244
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H.G. Widdowson (Eds.), English in the world: teaching and learning the language and literatures (pp. 11-30). Cambridge University Press.
  • Kachru, B. B., Kachru, Y., & Nelson, C. L. (2006). The handbook of world Englishes. Blackwell.
  • McKay, S. L. (2011). English as an international lingua franca pedagogy. In Handbook of research in second language teaching and learning, (pp. 122–139). Routledge.
  • Mizne, C. A. (1997). Teaching sociolinguistic competence in the ESL classroom. Senior Thesis Projects, 7-64. Available at https://trace.tennessee.edu/utk_interstp2/20
  • Richards, J. C. (2014). The ELT textbook. In International perspectives on materials in ELT (pp. 19–36). Palgrave Macmillan.
  • Savignon, S. J. (1985). Evaluation of communicative competence: the ACTFL provisional proficiency guidelines. The Modern Language Journal, 69(2), 129-134.
  • Savignon, S. J. (2018). Communicative competence. In I. J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley-Blackwell.
  • Sercu, L. (2002). Autonomous learning and the acquisition of intercultural communicative competence: some implications for course development. Language, Culture and Curriculum, 15(1), 61–74.
  • Thomas, J. (1999). Voices from the periphery: non-native teachers and issues of credibility, In G. Braine (Ed.), Non-native educators in English language teaching (pp. 5-13). Lawrence Erlbaum Associates.
  • Tiras, B. (2019). Primary school just fun English grade 3. Tutku Yayinlari.
Yıl 2021, Cilt: 7 Sayı: 2, 65 - 80, 17.12.2021
https://doi.org/10.47216/literacytrek.896070

Öz

Kaynakça

  • Ahmad, H., & Shah, S. R. (2014). EFL textbooks: Exploring the suitability of textbook contents from EFL teachers’ perspective. VFAST Transactions on Education and Social Sciences, 2(1), 87–95.
  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64.
  • Atar, C. & Amir, A. (2020). A sociolinguistic analysis of English textbooks in Sweden, 12th International Conference of Strategic Research on Scientific Studies and Education. 397-409. Available at http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-431992
  • Atar, C. & Erdem, C. (2020). A sociolinguistic perspective in the analysis of English textbooks: development of a checklist. Research in Pedagogy, 10(2), 398–416.
  • Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233–247.
  • Berns, M. S. (2013). Contexts of competence: Social and cultural considerations in communicative language teaching. Plenum.
  • Brown, H. D. (2000). Principles of language learning and teaching. Longman Press.
  • Byram, M. & Fleming, M. (Eds) (1998). Language learning from an intercultural perspective. Cambridge University Press.
  • Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
  • Cetinavci, U. R. (2012). Intercultural communicative competence in ELT. Procedia-Social and Behavioral Sciences, 46, 3445–3449.
  • Council of Europe (2001). Common European framework of reference for languages. Cambridge University Press.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39.
  • Dulger, O. (2016). Evaluation of EFL coursebooks taught in Turkey based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1–11.
  • Eken, T. D. (2019). Intercultural communicative competence as a 21st century skill and its presence in the EFL textbooks. International Journal of Language Academy, 7(2), 595-610.
  • Er, O. (2017). Evaluation of the cultural elements in the textbook “Genki I: An integrated course in elementary Japanese”. Journal of Education and Training Studies, 5(9), 193-204.
  • Genc, L. & Meral, S . (2020). Evaluation of an English course book in Turkey based upon sociolinguistic aspects. PESA Uluslararası Sosyal Araştırmalar Dergisi, 6(2), 171–181. Available at https://dergipark.org.tr/en/pub/pesausad/issue/56282/698244
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H.G. Widdowson (Eds.), English in the world: teaching and learning the language and literatures (pp. 11-30). Cambridge University Press.
  • Kachru, B. B., Kachru, Y., & Nelson, C. L. (2006). The handbook of world Englishes. Blackwell.
  • McKay, S. L. (2011). English as an international lingua franca pedagogy. In Handbook of research in second language teaching and learning, (pp. 122–139). Routledge.
  • Mizne, C. A. (1997). Teaching sociolinguistic competence in the ESL classroom. Senior Thesis Projects, 7-64. Available at https://trace.tennessee.edu/utk_interstp2/20
  • Richards, J. C. (2014). The ELT textbook. In International perspectives on materials in ELT (pp. 19–36). Palgrave Macmillan.
  • Savignon, S. J. (1985). Evaluation of communicative competence: the ACTFL provisional proficiency guidelines. The Modern Language Journal, 69(2), 129-134.
  • Savignon, S. J. (2018). Communicative competence. In I. J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Wiley-Blackwell.
  • Sercu, L. (2002). Autonomous learning and the acquisition of intercultural communicative competence: some implications for course development. Language, Culture and Curriculum, 15(1), 61–74.
  • Thomas, J. (1999). Voices from the periphery: non-native teachers and issues of credibility, In G. Braine (Ed.), Non-native educators in English language teaching (pp. 5-13). Lawrence Erlbaum Associates.
  • Tiras, B. (2019). Primary school just fun English grade 3. Tutku Yayinlari.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Nurcan Çakır 0000-0002-9055-5274

Yayımlanma Tarihi 17 Aralık 2021
Gönderilme Tarihi 12 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 2

Kaynak Göster

APA Çakır, N. (2021). Evaluating English Textbook: A Sociolinguistic Perspective. The Literacy Trek, 7(2), 65-80. https://doi.org/10.47216/literacytrek.896070

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.