Teachers’ use of a compulsory EFL textbook in Switzerland

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Abstract Summary

The research project presented explores how teachers use an EFL textbook at primary school in Switzerland. Insights gained from observing six teachers teaching the same unit of the textbook will be presented. The addition of a fourth category to Shawer's (2010) classification system as well as a finding that contradicts the common understanding of more experienced teachers adapting more than inexperienced teachers will be highlighted.

Submission ID :

AILA926

Submission Type

Standard

Abstract :

This presentation is on a research project that investigates how primary school teachers use a compulsory textbook to teach English as a second foreign language. A qualitative ethnographic case study design was chosen to address the main research question of how teachers use a textbook for English at primary school and the three sub-questions: (1) how do teachers perceive their role using a mandated textbook? (2) to what extent do teachers adhere to the textbook New World? and (3) which methods of ELT textbook adaptations (adding, deleting, modifying, reordering, simplifying) do teachers employ? And Why? Data were collected with classroom observations, pre- and post-classroom observation interviews with the teachers, and document analyses. Insights gained from observing six teachers who taught the same unit of the textbook will be shared. Findings seem to confirm what other researchers have reported because teachers demonstrated a wide variety of textbook consumption. Using an adaptation of Shawer's (2010) classification, teachers could be categorized as textbook-transmitters and/or textbook-developers. Predictably, teaching with compulsory textbooks rarely allows for the role of textbook-maker. One participant prompted the addition of a fourth category to Shawer's classification system. The new category named textbook-deconceptualizer or textbook-deviator (Schwab, in press) was created to include teachers who have not conceptualized the materials, seem to be unaware of a principled approach and thus take ad-hoc decisions. A finding that contradicts the common understanding that more experienced teachers adapt and modify more than inexperienced teachers will be highlighted.

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