Effective Use of Textbooks: A Neglected Aspect of Education in Pakistan
Writer: Razia Fakir Mohammad, Roshni Kumari
September 2007
The Background: The significant role that textbooks play in many countries of the developing world, it needs for improvement through discussing issues related to access and use of the textbook in a rural context in Pakistan.
The most influential theory: Textbooks serve a central role in educational quality reform. It is an emphasis on exploring the relationship and interaction between textbooks and the teacher; and how they make use of this resource, (i.e., to identify whether the books actually work as designed, whether teachers can make use of the textbooks as intended,
and whether students truly understand the material) (Maxwell, 1985).
Findings: 1. Limited access to the information given in the textbook, i.e., issues related to its
clarity and relevance for the students and teachers;
2. Teachers’ limited use and appreciation of the textbook content, i.e., of the information
as well as learning aids (pictures and activities) provided in the textbook.
Implications in ELT: Such English language teacher would mostly involve to teach through group work and use of concrete resources (e.g., such as
models, charts, and pictures); teachers are encouraged to go beyond the textbook in an attempt to enrich it. However, while the limitations and gaps of textbooks are discussed and emphasized in the instructional, teachers are often not taught to make effective use of the textbooks. Therefore, when the teachers go back to their schools, they either continue teaching with the same gaps and limitations or stop considering textbooks as a useful resource. Teachers should also be involved in the analysis of textbook in terms of identifying issues related to its effective use and suggesting strategies for improvement. It is quite obvious that teachers would be able to make effective use of the textbook only if they realized the value of textbook as an important teaching and learning resource.
Writer: Razia Fakir Mohammad, Roshni Kumari
September 2007
The Background: The significant role that textbooks play in many countries of the developing world, it needs for improvement through discussing issues related to access and use of the textbook in a rural context in Pakistan.
The most influential theory: Textbooks serve a central role in educational quality reform. It is an emphasis on exploring the relationship and interaction between textbooks and the teacher; and how they make use of this resource, (i.e., to identify whether the books actually work as designed, whether teachers can make use of the textbooks as intended,
and whether students truly understand the material) (Maxwell, 1985).
Findings: 1. Limited access to the information given in the textbook, i.e., issues related to its
clarity and relevance for the students and teachers;
2. Teachers’ limited use and appreciation of the textbook content, i.e., of the information
as well as learning aids (pictures and activities) provided in the textbook.
Implications in ELT: Such English language teacher would mostly involve to teach through group work and use of concrete resources (e.g., such as
models, charts, and pictures); teachers are encouraged to go beyond the textbook in an attempt to enrich it. However, while the limitations and gaps of textbooks are discussed and emphasized in the instructional, teachers are often not taught to make effective use of the textbooks. Therefore, when the teachers go back to their schools, they either continue teaching with the same gaps and limitations or stop considering textbooks as a useful resource. Teachers should also be involved in the analysis of textbook in terms of identifying issues related to its effective use and suggesting strategies for improvement. It is quite obvious that teachers would be able to make effective use of the textbook only if they realized the value of textbook as an important teaching and learning resource.
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