Research on TESOL materials and textbooks has proliferated over the last twenty years since the publication of Tomlinson's Materials Development in Language Teaching (1998). Formerly largely restricted to evaluation checklists, scholars have begun to employ a wider range of approaches and research designs to analysing TESOL materials and textbooks at the level of content (analysing the materials/books), at the level of consumption (exploring how the materials/textbooks are used in situ, in and out of the classroom), and at the level of production (investigating the process of materials/textbook writing from the perspectives of writers and publishers) (Harwood, 2014). As Harwood (2017) has argued, however, TESOL research on materials/textbooks is rather insular and could profitably draw upon methods and research designs employed by older, more established research traditions of textbook research in other disciplines, principally mathematics education. In mathematics education, for instance, there are classroom observation schedules to calibrate a teacher's fidelity to the textbook which could be adapted to serve a TESOL focus. This symposium duly seeks proposals on state-of-the-art work on materials/textbook research at the three levels of content, consumption, and production, and will introduce heuristics from other disciplines which will prove fruitful for TESOL researchers.
S060 detailed programme, click here
Research on TESOL materials and textbooks has proliferated over the last twenty years since the publication of Tomlinson's Materials Development in Language Teaching (1998). Formerly largely restricted to evaluation checklists, scholars have begun to employ a wider range of approaches and research designs to analysing TESOL materials and textbooks at the level of content (analysing the materials/books), at the level of consumption (exploring how the materials/textbooks are used in situ, in and out of the classroom), and at the level of production (investigating the process of materials/textbook writing from the perspectives of writers and publishers) (Harwood, 2014). As Harwood (2017) has argued, however, TESOL research on materials/textbooks is rather insular and could profitably draw upon methods and research designs employed by older, more established research traditions of textbook research in other disciplines, principally mathematics education. In mathematics education, for instance, there are classroom observation schedules to calibrate a teacher's fidelity to the textbook which could be adapted to serve a TESOL focus. This symposium duly seeks proposals on state-of-the-art work on materials/textbook research at the three levels of content, consumption, and production, and will introduce heuristics from other disciplines which will prove fruitful for TESOL researchers.
S060 detailed programme, click here
Room 1 AILA 2021 aila2021@gcb.nl
Madoka Kawano
Lin An
Beilei Wang
Abdullah Yıldız
Izabelle Fernandes
Kıymet Merve Celen
Federico EspinosaTechnical Issues?
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