Textbook Analysis: The Case of the First Nicaraguan ELT Series

Autor/inn/en	Tórrez, Nahúm Misael; Lund, Ragnhild Elisabeth
Titel	Textbook Analysis: The Case of the First Nicaraguan ELT Series
Quelle	In: ELT Journal, 75 (2021) 1, S.67-76 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tórrez, Nahúm Misael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa051
Schlagwörter	Textbooks; Content Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Secondary School Students; Public Schools; Communicative Competence (Languages); Teaching Methods; National Curriculum; Educational Principles; Nicaragua + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sekundarschüler; Public school; Öffentliche Schule; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip
Abstract	Nicaragua published its first series of textbooks for the teaching of English in public secondary schools in 2016. This article reports on an investigation of the first three textbooks belonging to this series. The aim was to see how the textbooks follow up the Nicaraguan national curriculum, which emphasizes the need for learners to develop communication skills. We discuss the approaches with reference to principles of communicative language teaching and Nation's four strands for a well-balanced language course. We identify significant discrepancies between the three books and, thus, a lack of progression in the course. The investigation is also an example of the affordances of our analytical tool for textbook analysis. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01