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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Vydané v:The Asia-Pacific education researcher Ročník 34; číslo 2; s. 793 - 801
Hlavní autori: Sukying, Apisak, Barrot, Jessie S.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Singapore Springer Nature Singapore 01.04.2025
Springer Nature B.V
Predmet:
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
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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.
Bibliografia:ObjectType-Article-1
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ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-024-00896-5