UNIVERSITY OF CALDAS

SCHOOL OF ARTS AND HUMANITIES

FOREIGN LANGUAGES DEPARTMENT
MA IN ENGLISH LANGUAGE TEACHING

COURSE TITLE: Language Learning Resources

INSTRUCTOR: Yamith Jos Fandio Parra
Author: Isabel Cristina Pinto Garcs and Alexandra Pinto Garcs

Outline
Title: How Significant Textbooks are in learning a Second Language

1. Introduction:
Opening:
Textbooks are perhaps one of the most common resources used by teachers in different
institutions (university, schools, institutes or personalized education).
Context:
-They provide content and opportunities for learning as well as they are a source for teachers to
keep classes planned and organized.
-Textbooks have several characteristics and are conceived in different ways.
-Textbooks have positive and negative aspects to be considered for planning classes using them.

Thesis statement:
In this essay will be explained some advantages, disadvantages of using textbooks in teaching as
well as some criteria to have in mind for an effective use of them.
Cited quotes:
Serve as the basis for much of the language input learners receive and the language practice that
occurs in the classroom (Richards, 2012, p.1)

2. One practice body paragraph:

a. Topic sentence:
Using textbooks has a variety of advantages that allow working on students needs, providing
creative activities in the classroom and improving course preparation.

Supporting Evidence
-Even if they are not written specifically for them they allow for improvisation to suit the
requirements of a given teaching situation (O'Neill, 1982).
-Usually have high standards of design and production and hence are appealing to learners and
teachers (Richards, 2012, p.2).
-Without textbooks a program may have no central core and learners may not receive a syllabus
that has been systematically planned and developed (Richards, 2012, p.1).

Analysis:
-The first advantage is that they are related to students needs.

-The second advantage of textbooks is that they are a powerful source of ideas to apply in the
classroom.
-The third advantage of textbooks is that they are enriching elements for the organization of a
syllabus and structure of a course.
b. Topic sentence:
Using textbooks represent also some disadvantages in terms of language, teaching performance
and cost.

Supporting Evidence:
-Richards, J. (2012). The role of textbooks in a language program. Retrieved from
http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf
- Tsiplakides, I. (2011). Selecting an English coursebook: Theory and practice. Theory and
practice in language studies, 1(7), pp. 758-764.

Analysis:
-The first disadvantage is the one related to the unrealistic use of language in the activities found
in many textbooks.
-The second disadvantage is related to the adverse effect textbooks might have in teachers
professional development.
-The third disadvantage is related to the amount of budget available for investing on textbooks
that fit students needs and teachers requirements.

c. Topic sentence:

Using textbooks require for the teacher to establish coherence with the syllabus, learners needs
and use of the language.
Supporting Evidence:
-Richards, J. (2012). The role of textbooks in a language program. Retrieved from
http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf
- Tsiplakides, I. (2011). Selecting an English coursebook: Theory and practice. Theory and
practice in language studies, 1(7), pp. 758-764.

Analysis:
-The first criterion to bear in mind is the use of textbooks that show logical relations with the
content and objectives of the syllabus.
-The second criterion to bear in mind is the fulfillment of learners needs within the content and
arrangement of the textbook.
-The third criterion to bear in mind is the indication of language use effectively within the
activities, texts and other content of the textbook.

3. Conclusion
As a conclusion using textbooks require teachers and the institutions to clearly analyze what it
really implies choosing to work with them. Besides, for deciding on a textbook it is really helpful
to compare the advantages and disadvantages it has in relation to students needs and teachers
expectations.

UNIVERSITY OF CALDAS
SCHOOL OF ARTS AND HUMANITIES
FOREIGN LANGUAGES DEPARTMENT
MA IN ENGLISH LANGUAGE TEACHING

COURSE TITLE: Language Learning Resources

INSTRUCTOR: Yamith Jos Fandio Parra
Author: Isabel Cristina Pinto Garcs and Alexandra Pinto Garcs

How Significant Textbooks are in learning a Second Language

Textbooks are perhaps one of the most common resources used by teachers in different
institutions (university, schools, institutes or personalized education). They provide content and
opportunities for learning as well as they are a source for teachers to keep classes planned and
organized. According to Richards, textbooks serve as the basis for much of the language input
learners receive and the language practice that occurs in the classroom (2012, p.1).Textbooks
have several characteristics and are conceived in different ways depending on the teacher or the
learner perspective. They might be viewed as very important elements in the classroom or as the
ones who do not influence language education in a very significant manner. In this essay will be
explained some advantages, disadvantages of using textbooks in teaching as well as some criteria
to have in mind for an effective use of them.

Using textbooks represent a variety of advantages that allow working on students needs,
providing creative activities in the classroom and improving course preparation. The first
advantage is that they are related to students needs. ONeill establishes that even if they are not
written specifically for them they allow for improvisation to suit the requirements of a given
teaching situation (O'Neill, 1982). Some textbooks can be really helpful for teaching learners
since most of them are specifically designed thinking about what they need to accomplish and
what they need to learn within a course. The second advantage of textbooks is that they are a
powerful source of ideas to apply in the classroom. Textbooks provide a variety of activities to
work in and out of class and sometimes they are also provided with materials for its proper use.
In this way, they come with workbooks, CDs, teachers guides or access to web pages to work on
a specific content. They usually have high standards of design and production and hence are
appealing to learners and teachers (Richards, 2012, p.2). The third advantage of textbooks is
that they are enriching elements for the organization of a syllabus and structure of a course. As
Richards states, without textbooks a program may have no central core and learners may not
receive a syllabus that has been systematically planned and developed (2012, p.1). Textbooks
are designed following a set of aspects enclosing goals, evaluation, abilities, topics, skills, sociocultural issues. Subsequently, it is possible to say that textbooks contribute assertively to the
identification of students real goals and the contributions made to a teaching program in terms of
creativity, motivation, purpose and content.

Using textbooks represent also some disadvantages in terms of language, teaching

performance and cost. The first disadvantage is related to the unrealistic use of language in the
activities found in many textbooks. They present materials and activities in which language is

arranged according to specific language necessities or students level. In many cases they
exemplify real situations with unreal language making classes and textbooks lack authenticity. In
Tsiplakides terms it is often found textbooks with artificial language (2011, p. 759). The second
disadvantage is related to the adverse effects textbooks might have in teachers professional
development. When relying most of the time on textbooks, it is probable that teachers will
become dependent on them and will reduce creative production of activities and materials
(Skierso, 1991, p. 432). Teachers might receive the role of intermediaries showing the students
what the textbook establishes as goals to accomplish. The third disadvantage is related to the
amount of budget available for investing on textbooks that fit students needs and teachers
requirements. Textbooks are many times expensive and difficult to adjust to students or teachers
possibilities making them depend mostly on the resources at hand. For those reasons, textbooks
exhibit impediments on the development of effective and genuine language, teachers
independence to select materials for teaching and lack of financial support.

Using textbooks require for the teacher to establish coherence with the syllabus, learners
needs and use of the language. The first criterion is the use of textbooks that show logical
relations with the content and objectives of the syllabus. When deciding on using a textbook it is
not only important to look at advantages or disadvantages but to decide on one that fits what the
syllabus needs to fulfill. For example, if the textbook is complete in terms of goals, learners
needs, and content required for the institution or language program, it might be suitable for its
application. The second criterion to bear in mind is the fulfillment of learners needs within the
content and arrangement of the textbook. As mentioned before, learners needs are important to
decide on a textbook use. They need to be flexible in terms of learners learning styles or

limitations for getting effective understanding (Richards, 2014, p.4). The third criterion is the
indication of language use effectively within the activities, texts and other content of the
textbook. In this case, textbooks might strengthen students skills for using the second language
effectively. Besides, textbooks selection need to follow specific criteria to consider in a language
course since they are mostly used to facilitate learning, language use and learners autonomy for
improving the language.

As a conclusion using textbooks require teachers and the institutions to clearly analyze
what it really implies choosing to work with them. Besides, for deciding on a textbook it is really
helpful to compare the advantages and disadvantages it has in relation to students needs and
teachers expectations. Every textbook that is chosen for teaching has different characteristics
and it is true that it is important to bear in mind how recognized the editorial is and the designers
are. Likewise, at the end what would really matter is if the textbook fulfills all goals and needs
required for the institution and if it is varied, creative and engaging enough to help students
learn.

References

O'Neill, R. (1982). Why Use Textbooks?. ELT Journal, 36 (2), 104-111.

Richards, J. (2012). The role of textbooks in a language program. Retrieved from

http://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf

Skierso, A. (1991). Textbook selection and evaluation, in M. Celce-Murcia (Ed.) Teaching

English as a second foreign language. Boston: Heinle and Heinle Publishers.

Tsiplakides, I. (2011). Selecting an English coursebook: Theory and practice. Theory and
practice in language studies, 1(7), pp. 758-764.