SUNY Fredonia Methods September 23, 2009 Caitlin Piper Textbook Evaluation Textbook: Et Vous ? 1990 Gilbert A.

Jarvis, Therese M. Bonin, Diane W. Birckbichler Holt, Rinehart and Winston, INC. Austin, Texas This textbook is created for beginning learners of French. Due to the topics and illustrations within the book and the pace at which it explains information, it appears that this book is directed towards a younger learner, most likely at the middle school or early high school level. Evaluation: Criteria 1) Categorized by interesting topics and cultural information. Rating 3 Reasoning The textbook is divided in chapters based on relevant conversation topics (travel, food, etc.). Within each chapter, cultural information is featured. For example, chapter one gives some information and pictures of French high school students (pp.37). This text asks the reader to compare and contrast the pictures the pictures to what they know about students in the United States. This cultural activity meets the comparison standard of the National Standards for Foreign Language Learning. This book has several conversational activities that often require the students to ask questions with one another. However, these topics often

2) Use of various activities that allow students to share opinions and express emotions.

place the student in a specific scenario, which might not always feel natural to the student. Because some conversational tasks are limited to a specific situation, the student might not have as many opportunities to speak freely and voice their opinions. These activities still serve as good practice in conversation, but more activities should be provided with higher level thinking questions that allow students to combine their French knowledge with their personal outlook. 3) Students are called on to negotiate with each other. 1 Several speaking activities place the student in staged situations where there are not a lot of opportunities to negotiate. Several listening activities throughout the book require students to listen to CDs where native French speakers are acting out specific situations. While the speakers appear to be native speakers, the audio uses scenarios created for the textbook. This seems somewhat unnatural. There are not any additional listening resources such as a website or CD-ROM, most likely because the book was published in 1990. If this book were to be used in the classroom today, addition outside resources would be necessary to provide students with more cultural information and authentic listening opportunities. There are several texts provided in the target language. The majority of them appear to be created for the chapter topic

4) Includes authentic listening materials and activities.

5) Gives authentic texts with tasks.

rather than using authentic texts that can be related to the chapter topic. For example, there is a sample letter of a French student writing a letter to an American student on page 96. There are questions related to the information given in the letter and photographs that are supposed to represent the French students life. This section then goes on to teach the verb avoir (to have), which had been used in the letter when the French student was describing her life and family. 6) Helps students develop skills to understand texts and listening tasks. 3 The book helps students develop their foreign language learning skills. There is a section on Tips for Success on page 15, which introduces the importance of studying and applying prior knowledge to new areas of study within French. Page 134 explains the importance of identifying cognates and using knowledge of the English language to understand various vocabulary words in French. The book helps students prepare for larger grammatical concepts by gradually introducing them through mini texts given at the beginning of each chapter. Throughout the book, there are group and partner writing and speaking exercises. There is an exercise on page 52 that divides the students into teams to practice their oral skills. While the topics featured in the book are relevant to when a student would actually have to use his or her knowledge of

7) Provides pre-listening, prereading, and pre-viewing activities.

8) Uses activities that require students to write to and speak in front of others.

9) Tasks are meaningful and relevant to real life situations.

French, they are presented in a staged, theatrical way that might distract from the reality of the situation. In addition, there is not a lot of information given on areas outside of French language and culture. This implies that this book does not sufficiently meet the Connection Standard of the National Standards for Foreign Language Learning. 10) Grammar lessons are clear. The book explains the importance of each grammatical topic within native language encounters. 3 Information is given in English explaining what area of grammar is being taught. For example, there is an explanation in English of when to use the tu form (informal) verses the vous form (formal/plural) on page 117. All necessary grammatical information for basic communication is addressed throughout the book. New vocabulary relevant to the chapter topic is introduced with illustrations at the beginning of each chapter. At the end of every chapter there is a vocabulary list of the adjectives, nouns, etc. that are introduced and featured in the chapter. There are activities that allow students to say what they like and dislike (interpersonal-self expression) and opportunities for students to share information and responses (presentational). However, there are few opportunities for students to look deeper into information within the book and form their own views (interpretive).

11) Vocabulary is related to topic of study. Visuals are provided.

12) All modes of communication are featured.

13) Accurate and thorough information on culture is given.

There is solid information given on basic French culture and key areas of France. However, because of the age of the book, recent current events within French culture are not included. There are several illustrations and photographs throughout the book to show images of French and pictures of vocabulary words. There does not appear to be an incorporation of visual resources outside of the textbook. The book stays close to teaching French grammar and conversational skills. It does not give a detailed description of cultural products. On page 177, there are vocabulary words of typical French foods, but there is not any extra information or text to explain this. There is not much information given on cultural practices. It would have been beneficial to students if the book included more information on French customs, holidays etc. The book does not expand to other topics outside of French language and culture, but it does call on students to share their personal interests. This would be an opportunity for outside information to be included. With the exception of the cultural articles, there is not new information introduced to the student that he or she does not already know within the native language.

14) Incorporates visuals.

15) Options to analyze and experience cultural products and viewpoints.

16) Possibilities for students to understand cultural practices.

17) Target language is applied to topics outside of the course.

18) Provides students with new information on key topics.

19) Compares target language to native language.

The book does connect both languages through the mention of cognates and pronunciation. It also points of the differences in pronunciation, spelling, and grammar. The book has activities where the student has to compare and contrast his or her life to life in the target languages culture. It also highlights differences and similarities among the French and Americans. There are not opportunities for students to form actual connections with native French speakers. It does not expand beyond the cultural information given. The textbook teaches students interesting aspects of French life that could spark a desire for students to want to learn more. There is also a section at the beginning of the book that explains how French can be used throughout the students life (travel, business, etc.) (pp.20). At the end of each chapter, there is an Integration section that allows the student to test him or herself on the information that is focused on in the chapter. There are not any apparent strategies given to monitor progress. Because the book was published in 1990, there are no technological resources provided outside of the audio listening clips.

20) Compares target languages culture to native culture.

21) Connections to authentic language opportunities.

22) Promotes learning of target language beyond the textbook.

23) Provides effective forms of assessments.

24) Gives methods to monitor students progress.

25) Includes additional technological resources.

Overall Rating: 49/75 Ratings are based on a 3 point scale o 3 = Excellent o 2 = Satisfactory o 1 = Poor

Evaluation criteria and scale from: Shrum, J.L. & Glisan, E.W. (2005). Teachers Handbook: Contextualized Language Instruction (3rd ed.). Boston: Heinle & Heinle. (Ch.2, pp.56). Reflection: I do not think I would choose this book for the textbook in my classroom for several reasons. It is outdated and lacks current cultural information and newer approaches to teaching. It also does not sufficiently meet the requirements of the Standards for Foreign Language Learning. It does include the Communication Standard and some aspects of the Cultural and Comparisons Standards, but there is little information given that fulfills the Communities and Connections Standards. If this book were the textbook in my classroom, I would have to use several additional resources that incorporate technology to provide a greater exposure to culture. I do like the illustrations and pictures in the book. I think that it is important to provide students with visuals of vocabulary words and places in France. The book does a great job of explaining grammar. It breaks larger concepts into smaller tasks and builds on students prior knowledge. This book would be a good resource in the classroom to further explain various aspect of grammar. Perhaps excerpts and activities from the book could be incorporated into the classroom curriculum. However, because of the book is outdated, and it does not meet the National Standards, I would not recommend that this book be used as the primary textbook in the classroom.