Investigating criteria for assessing ESL textbooks

This thesis explores three research questions regarding what the research literature and practicing ESL teachers consider important when selecting a good ESL textbook. Based on an extensive literature review a Textbook Evaluation Tool (TET) was developed and then, with input from practising ESL teachers during three focus group interviews, revised to include 80 criteria in 13 categories: Content, Activities, Language, Culture, Communication, Evaluation, Organisation, Format, Reliability, Supplementary Components, Literacy, Marketability and Legal. Of particular importance to teachers are the following: use of standard English and quality of language in the textbook and good editing, an attractive design and layout, easy access to components and content for organising instruction, evidence of a developmental progression of content, topics that are of relevance and interest to student users, Canadian content (e.g. money and measurement), educational validity, an assessment of costs and durability, variety of activities, a sufficient number of practice activities that fit all parts of the learning process, many activities on a similar theme or topic, follow-up questions for all readings, up-to-dateness or reflection of contemporary life and times in the content, activities which promote communication, and activities that meet the needs of multi-level classes.; The thesis also reveals frustrations expressed by teachers over their limited knowledge about and access to ESL learning resources. They describe a lack of complete textbook series and all accompanying components in their schools, an overuse of photocopying, breaking copyright, the impact of this lack on their daily planning and preparation, budgetary restrictions, and a need for tools such as TET and Bilash's Second Language Instructional Model (B-SLIM). After reviewing the advantages and disadvantages of textbook use in schools the important role of textbooks for new teachers to the profession or to ESL is noted. Clearly being able to assess textbooks or other learning resources according to sound criteria must be seen as a necessary and critical skill of all ESL teachers. Direction for further research is also suggested.