Friend or Foe? Investigating the Alignment of English Language Teaching (ELT) Textbooks with the National English Curriculum Standards

There is an ongoing concern regarding the alignment of textbooks with curriculum standards across different subjects. Such studies have emphasized the critical, yet complex, role of textbooks in bridging pedagogical practices with curricular reforms. The present research builds upon these discussion...

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Vydáno v:	The Asia-Pacific education researcher Ročník 34; číslo 2; s. 793 - 801
Hlavní autoři:	Sukying, Apisak, Barrot, Jessie S.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Singapore Springer Nature Singapore 01.04.2025 Springer Nature B.V
Témata:	Academic standards Alignment College Science Competence Competency based learning Curricula Curriculum Design Curriculum development Curriculum Implementation Education Educational Assessment Educational Change Educational Facilities Improvement Educational Policy and Politics Educational Research Educational Resources English English (Second Language) English as a second language instruction English Curriculum English language Foreign language instruction Instructional Materials International and Comparative Education Language Arts Language Skills Language textbooks Language Usage Learning and Instruction Learning Processes Literature Reviews Middle Schools National curriculum National Standards Physical Education Regular Article Secondary schools Social Change Sociology of Education Teaching Textbooks English textbook Curriculum alignment Curriculum implementation English curriculum English language teaching
ISSN:	0119-5646, 2243-7908
On-line přístup:	Získat plný text
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Shrnutí:	There is an ongoing concern regarding the alignment of textbooks with curriculum standards across different subjects. Such studies have emphasized the critical, yet complex, role of textbooks in bridging pedagogical practices with curricular reforms. The present research builds upon these discussions, by examining not only the alignment but also exploring how ELT textbooks supplement the English national curriculum. In this descriptive study, two series of high school ELT textbooks were scrutinized through both quantitative and qualitative lenses. The findings revealed notable misalignments between the learning competencies covered by the textbooks and those outlined by the national curriculum. Furthermore, the textbooks implemented a range of strategies to supplement the curriculum, actions that could be interpreted as either deficiencies or enhancements. Implications for curriculum design, textbook development, and future studies are discussed.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0119-5646 2243-7908
DOI:	10.1007/s40299-024-00896-5