Summaries

John Gray. This chapter is part of that same critical endeavour and seeks to problematize in particular the phenomenon of the global coursebook – that genre of English language textbook which is produced in English-speaking countries and is designed for use as the core text in language classroom around the world. Although coursebooks are designed explicitly for the teaching of English language they are also highly wrought cultural constructs and carriers of cultural messages. Here I focus on the way in which these texts, against a background of increasing globalization, represent the English-speaking world for pedagogic and commercial purposes. **Globalization: dystopia or utopia?** A cluster of factors are associated with globalization. These include the rise of transnational corporations and the concomitant challenge to the autonomy of the nation-state, increasing interconnectedness which transcends national boundaries, technological developments, and increasing cultural hybridization. However, these factors combine to generate very disparate visions of the present and the future. Berger begins with a meditation on Bosch’s fifteenth-century Millennium Triptych. The right panel, which depicts a horizon-less hell where the hordes of the damned are subjected to graphic acts of torture and abuse, provides him with a metaphor for the affects of globalization and neoliberal economic policies. Howard Perlmutter (1991:902), on the other hand, has no such problems with globalization. It will, he believes, usher in a brave new world where the previous highpoints of collective human achievement will be revealed as little more than subcivilizations of the first global civilization. He mentions the economic dimension of globalization only in passing, and then it is to point out that the ‘convenience and material well being’ (1991:903) of the world’s consumers are already being catered for by transnational corporations. Clearly it is beyond the scope of this chapter to evaluate the merits of these various positions. My intention has rather been to suggest the diversity of responses to globalization. These responses generate conflicting visions of the present and the future, and global ELT coursebooks, as we shall see, also offer their own particular vision. **Globalization and English.** Before turning to coursebooks I want to look at the three main in ways in which I think globalization and English are connected. In the first place, the rise of transnational corporations does much to promote the spread of English. This can imply business and legal documentation being produced in English, oral and written communication skills training in English for staff, possible spinoffs for the local hotel and tourist industries, and more English being taught in local schools. Secondly, the increase in the number of world organizations, many of which are themselves implicated in globalized networks, means that English continues to be in demand globally. For example, English functions as the working language of many international bodies and conferences, scientific and many other forms of academic publishing, international banking, international tourism, third level education, international law and human rights, information technology, and Internet communication (see Graddol 1997 for a more extensive list). The third are linked specifically to the internet. English currently predominates on the internet. However, the internet does suggest the possibility of English emerging as the language of global exploitation and justice. Against this background students around the world continue to learn English. Increasing, however, those of us involved in the provision of ELT services have begun to turn a more critical eye on what it is we do and the tools we use to do it. **The commerce of the global coursebook.** ELT publishing is a growing and highly competitive industry. However, accurate figures for coursebook sales are difficult to come by. Pennycook (1994) speculated on annual sales of between 70 and 170 million for British ELT coursebooks. The importance of this industry is recognized beyond the world of ELT. In 1990, as the contours of the so-called new world order were becoming apparent, The Economist Intellegence Unit produced a report entitled ‘English in Eastern Europe’. The report pointed out that the demand for English had already created a ‘considerable industry’ (1990:2) worldwide, and that the ‘principle players in the sector are the private language schools and English language textbook publisher’. The conclusion to the report highlighted the importance of coursebooks in paving the way for further business ventures. The appeal of the situation to British industry overall, and particularly to companies which are already in Eastern Europe or considering starting up there. The companies could create considerable goodwill and use the sponsorship as a cost effective means of promoting their names and products across key youth and occupational groups in up to seven East European countries. Some European and Asian countries, which until recently were in receipt of British ELT, are now exporting materials or offering their own English language teaching programmes to the rest of the world. Coursebook content It would be inaccurate and simplistic to suppose that ELT Publisher and the course books they produce are solely in the business of making money, or preparing the ground for large commercial interests waiting in the wings. The coursebook contain a result the interplay between, at times, contradictory commercial, pedagogic and ethical interests. One the most important things of global coursebook are the way in which they have been subtly deterritorialized. In many coursebook a shift to international setting reflects, no doubt, a growing sense on the part of the publisher of English as increasingly global language. All ELT publishers provide their coursebook writers with sets of guidelines with regard to content. These guidelines tend to cover two areas: inclusivity and innappropriacy. The first refers to the need for a non- sexists approach to the way in which men and women are represented throughout. Second refers to those topics which writers and advised to avoid so as not offending the perceived sensibilities. Inclusivity Early surveys (Hill 1980; Porreca 1984) concluded that women were under-represented, trivialized and stereotyped and wide selection of British and North American coursebooks. Sunderland (1994) reproduces a set of guidelines produced by the latter group- On balance: “Guidelines for representation of women and men in English language teaching Materials” which have been accepted by the British ELT. A guideline reflects two issues: the extent to which the negative representation of women may adversely affect women students (causing them, it is suggested, to learn less effectively). A checklist is provided sot that ELT authors can make sure their materials show women being assertive, using their initiate, demonstrating self- control and men being vulnerable, displaying emotion, and needing reassurance. However, the move toward the use of so-called authentic texts (extracts from newspaper, magazine, advertisements) in coursebook has meant that sexism cannot always be avoided. “women in language” the writers refer to research which shows that native English speakers do not think of men and women when “ man” is used generically- rather the majority think of men only. The decision to incorporate language change (rather than seek to combat it, for example) is indicative of a stance being taken on a political issue. A look trough the new Headway/intermediate (1966), women are highly visible and are shown in a variety of roles-as journalist, High-earning graphic designer, artist, writer, intrepid nun film director. Men too could show in variety jobs and situations where they making the same like women. Inappropriacy Guidelines for inappropriacy are different from guidelines for inclusive language and the representation of women and men. As Ariew (1982) has suggested elsewhere, it means that coursebooks begin to look vey much alike, and that target culture(S), having been stripped of some of their distinctive (or inappropriate) characteristics, may be misrepresented. Take the example of Headway/ pre-intermediate (1991) is devoted to a reading exercise about a non-fictional successful black teenager who started his own computer business-an approach clearly in line with guidelines referred to above. Brown (1990: 13) “assumes a materialistic set of values in which international travel, not being bored, positively being entertained, having leisure, and above all spending money casually and without consideration of sum involved in the pursuit of these ends, are the norm.” Teachers´ voice As a part of an exploratory study of the way teachers construe cultural content in ELT global materials. The interviews were task-based- the informants carried out ranking activities, respond to pieces of material that were shown them. These interviews produced a considerable quantity of data. The interviews are symptomatic of the data in that they address issues which recurred in ways which seemed to crystallize a point or articulate an area of general concern to all the informants. Inclusivity Inclusivity was seen as a positive element although some teachers felt it did not always go far enough. A quotation by Eulalia shows the aspect of coursebook content she approved, she thought it was important for coursebooks to challenge stereotypical representation of women. In the next quote she tells why she liked some artwork from Headway/Pre-Intermediate. Which showed a man in an apron saying goodbye to his female partner who was leaving for work. ¨Eulalia: I think it´s a very different image from what we normally see… It breaks with the stereotype…¨ ¨Interviewer: Can I ask you a question about that? Why is it good to break with male / female stereotypes in your opinion? ¨ Eulalia: I think because it´s like the stereotype, I think it doesn’t respond to reality, and I think that to have images like more, more varied, of women doing different things and men’s doing different things, I think is good as well, yeah. Not always with the, with the same things, I think it´s good as well. I like an image I liked.¨ The extract suggests that this teacher things breaking stereotypes is good because they do not reflect reality. She explains her approval of the way black characters feature in the Headway course. ¨I think it´s good because it´s more real yes, and second it breaks with the idea that all, everything in English culture is, is white, there is like a, a predominance of, men or male activities. So I think in this book, I mean I like this, as well that in England and in the States, I mean there are a lot of black people, so, and they do things as well. An accurate picture of reality, and specifically target language reality in the case of the second quotation, is something this teacher values in coursebook material. Pere was also concerned with the representation of reality in coursebooks. He was the only teacher in the study who felt the inclusivity aspect was overdone. He is concerned with empowering his students but also critical of an inclusivity with regard to black people which he sees as mere tokenism. ¨I think really the one area where you´re failing to reflect the diversity of, erm English and there Anglo-Saxon culture is, particularly the area of erm what people sound like, yeah… you´re of negating their existence and this is where where you are really doing them a disservice I think. This where you are being racist if you like, by not allowing them to be present...¨ This was the only criticism of this type in the data, it makes an important point about teacher’s general subscription to inclusivity. This teacher clearly subscribes to the belief that in language teaching material an inclusivity does not include language, and the way language sounds, is tantamount to window-dressing and may in fact belie a deeps and more pernicious. Inappropriacy In a study showed that the coursebook content was partly determined by the publishers need to maximize sales “ I think a lot of publisher’s erm put together coursebook and we can sell it in the whole of Europe maybe…” Eulalia felt that publishers relied too heavily on icons of what she called the dominant culture Which she felt were uncritically included in coursebooks and sat uncomfortably alongside the inclusivity strand. She suggests that the avoidance of more serious topics means that new problems are created for teachers. Both teachers agreed in something which runs throughout the data, that the absence of the local was problematic aspect of global coursebooks. Pere explained how he often supplemented coursebooks by downloading material from the internet. His Catalan world in English meant that his students responded with real interest. In the next quote he explained what he wanted in a coursebook. “ More controversial topics, local and how those topics might relate to the Anglo-Saxon world… it’s talking about how they relate to us and we relate to them, it’s closer to home.” The idea of the coursebooks or the topic of the lesson as a bridge was one of many metaphors teachers produced in the course of the interviews. The metaphor of the bridge neatly suggests the possibility of two-way traffic, of cultural exchange, of the place for the local in the global. Accommodating the local A summary of the interviews reveals essentially two approaches to producing coursebooks for local material. Some countries like Italy and Spain have courses written specifically for them. These markets means that publishers can afford to produce material that are tailor-made and take into consideration the number of hours students are expected to devote to English. A second approach is based around agglomerating countries and involves the production of a core text. These supplements are often written by local authors with specific local knowledge. The publishers and editors that were spoken with agreed to the feature would involve even greater localization of material in their sector. This is also the view of taken by some global coursebook writers. Two scenarios envisaged by Ingrid Freebairn (2005) are a skeleton coursebook available on CD-ROM which is supplemented by up-to-the-minute.ELT publishers have yet to seriously engage with editionizing global coursebooks. Conclusion Publishers and the coursebooks they produce have received a lot of criticism form the ELT profession. We talked about how is a socially progressive and ethical dimension to the work publishers do. It’s reflected in the guidelines for inclusivity, the coursebooks are also commodities which have to be sold globally to a variety of very different market. The content is limited to a narrow range of bland topics and is predominantly aspirational. One view of globalization holds that the local is always imbricated in the global and for this reason a more accurate description of the process would be glocalization. The teachers that were interviewed felt the need for what might be called a global coursebook- something which would give them a better fit and simultaneously. Elizama Morales Jarquín Sergio Zamora Silva Gabriela Enriquez luna
 * The Global coursebook in English Language Teaching.**

THE CULTURE AND COMMERCE OF THE TEXTBOOK The issue will be on the control of who should do the teaching and under what conditions, but on what should be taught in the first place. Policies of textbooks are articulated by national reports that have had such a major effect on state and local educational authorities by economic and technological structures in the larger society. The textbook is now increasingly “system managed”. It is more and more rationalized and eared to testing programs and competency measures, especially at the elementary level. Though the textbook can be partly liberatory since it can provide needed knowledge where information is missing. The text often becomes one aspect of the systems of control. We shall see that culture, state, and economy have complicated interrelationships- ones that have been and are mediated by class and gender dynamics. CULTURE AND COMMERCE We can talk about culture in two ways: as a live process or as a whole way of life, commodity. Culture as a constitutive social process includes through which we live our daily lives. Commodity refers to the very thingness of the commodities we produce and consume. Books are part of our culture as teachers because they are the principal tool to use in classrooms. It is hard to grapple with the issue of the determination of culture without at the same time being very self-conscious about the tools one is employing to do it. Perhaps the theoretical controversies surrounding the topic and the anti-positivist positions, there have been detailed and large-scale empirical investigations of these relations recently than is necessary. A good deal of progress has in the fact been made in understanding whose knowledge is taught and produced in our schools. The knowledge and one’s ability to deal with the ‘cultural capital’ has served as one mechanism in a complex process in which the economic and cultural production of class, gender, and race relations is accomplished. Therefore, the choice of particular content and ways of approaching it in schools is related both to existing relations of domination and struggles to alter these relations. We can identify four major structural conditions that by and large determine the shape of publishing currently in the United States: 1. The industry sells its products- like any commodity- in a market, but a marked that is fickle and often uncertain 2. The industry is decentralized among a number of sectors whose operations bear little resemblance to each other 3. These operations are characterized by a mixture of modern mass-production methods and craft-like procedures 4. The industry remains perilously poised between the requirements and restraints of commerce and the responsibilities and obligations that it must bear as a prime guardian of the symbolic culture of the nation. From the time printing began as an industry, books were pieces of merchandise. They were often produced for scholarly or humanistic purposes, but before anything else their prime function was to earn their producers a living. Structural differences in organization, technology, and economic and social relations structure the practices or the people involved in producing books. Digging deeper into these relations also enables us to better understand the political economy of culture. Book publishing today lives in the shadow of this past and the social, ideological, and economic conditions that continued their development out of it. The commercial and cultural structures involved in the publication of textbooks for schools born in mind in endeavoring to understand them. Culture and commerce of college and other text production can provide some important insights into how the cultural co-modification process works.

THE POLITICAL ECONOMY OF THE TEXTBOOK The growing concentration of power in text publishing has been marked. There has been increased competition recently; this has been among a small number of larger firms. Competition has also reduced the propensity to take risks; many publishers now prefer to expend most of their efforts on a smaller selection of carefully chosen “products”. Most editorial decisions concerning which texts are to be published and concerning about what is to count as legitimate content within particular disciplines that students are to receive as official knowledge, are made by individuals who have specific characteristics. The purchaser, the student, has little power about books except where it may influence a professor’s decision. It would not be wrong to say that text editors create their own books. The economics and politics of text production are somewhat more complicated when one examines what is produced for sale in our elementary and secondary schools. While there is not official federal government sponsorship of specific curriculum content in the United States in quite the same way as there is in those countries where ministries of education mandate a standard course of study, the structures of a national curriculum are produced. Textbooks for use in the major subject areas must be approved by state agencies or committees, or they are reviewed and a limited number are selected as recommended for use in schools. If local schools districts select material from such an approved list, they are often reimbursed for a significant portion of the purchase cost. THE RELATIVE AUTONOMY OF TEXT External economic and political pressures are not somewhere ‘out there’ in some vague abstraction called the economy. In our society hegemonic forms are not often imposed from outside by a small group of corporate owners who sit around each day plotting how to do in workers, women and people of color. The textbook does not stand alone, however, there are pressures from a variety of groups, mostly conservative, to redefine both in the ways teachers teach and the knowledge considered legitimate for the curriculum.

Team: Carmen Santiago José Antonio Carrillo Omar Curiel

Please post your summary here. Eunice

[] =The analysis of language teaching materials: inside the Trojan Horse=

0 row selected - rows selected - [|clear] || The analysis of language teaching materials: inside the Trojan Horse One of the key issues is not so much what ideas are being expressed wich is important, but how it is that these ideas become widespread and take root. In recent years, materials design has become characterised by two important developments. Firstly, the use of published materials is now more widespread than ever before, members of the target language culture have inevitably spread their cultural norms to learners of the language from other cultures). Secondly, materials themselves have evolved into much more complex objects. Now materials frequently offer complete `packages´ for language learning and teaching. Analysing materials, is quite a different matter from analyzing `materials-in-action´. Tasks-as-workplans, those predesigned and teaching opportunities. Tasks-in-process, the point when teachers and learners bring their own personal contributions, and tasks as outcomes, the learning that may derive from their use. One of the most obvious sources for guidance in analysing materials is the large number of frameworks which exist to aid in the evaluation of a coursebook. There are further problems in establishing whether the materials are indeed `foolproof´ or `up to date´. What is required is a framework which allows materials to `speak for themselves´. This suggests three separate questions which we need: 1 what aspects of materials should we examine? 2 how can we examine materials? 3 how can we relate the findings to our own teaching contexts? Materials as a pedagogic device, an aide to teaching and learning a foreign language. This will limit the focus to aspects of the methodology of the materials, and their content. The frameworks which I propose are draws extensively on these models in an attempt to provide the basis for a more comprehensive listing of the aspects which, from a pedagogic viewpoint, need to be taken into account when analyzing materials. The framework consists of two main sections: publication and design. Publication, relates to the `tangible´ or physical aspects of the materials and how they appear as a complete set or book. We may also look inside the materials to determine how they are divided into sections and sub-sections. This final aspect suggests one further element: how access into the materials is supported-for example, whether there are contents lists wordlists and indexes. The second section in the framework relates to the thinking underlying the materials. An analysis of materials will need to focus closely on what precisely learners are asked to do, and how what they do relates to what Breen and Candlin. Call learner`s capacity to draw on different realms of knowledge, their affects, their abilities to express, interpret and deduce meanings, and to use the different skills or reading, writing speaking and listening. The areas listed in the framework should provide a comprehensive coverage of the methodological and content aspects of any set of materials. We are, however, faced with an immediate problem: how can the listings be used in practice? How can we examine the materials to find the information required? How can we examine the materials? Published form of the materials `and division into sections, others appear more abstract and difficult to establish ( for example `aims´ and learner/teacher roles´). `Principles of sequence´, for example, may require looking at the language syllabus and the precise nature of the types of teaching/ learning activities (materials may, for example, become methodologically more complex in later parts). In building up an analysis of a set of materials, teacher-analysts will not only have to examine different sections of the materials. What is there? These might cover the publication date, the intended audience, and the type of materials, the amount of classroom time required, and how the materials are to be used. We can also look at the physical aspects of the materials such as their published form, number of pages, use of colour, and the total number of components in a complete set. The precise categories of information recorded would, however, depend on the particular materials being analysed and what information is explicitly provided. What is required of users? One commonly encounters use of the term `task´ sees it as referring to meaning-focused work, such as projects, problem-solving and simulations. `Task´ refers to any proposal contained within the materials for action to be undertaken by the learners, which has the direct aim of bringing about the learning of the foreign language. Drawing on the ideas outlined above we can identify three key aspects of tasks. A process through which learners and teachers are to go Classroom participation concerning with whom (if anyone) the learners are to work Content that the learners are to focus on
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Questions for the analysis of tasks The first question concerning process contains three sections: turn-take relates to the role in classroom discourse that the learners are expected to take. Are they responding to direct questions, using language largely supplied by the materials? Are they asked to initiate, using language not supplied or are they not required to take any direct role at all. Operation refers to the mental process required – for example, repetition, deducing language rules, and so on. The second question asks about classroom participation: with whom?- are the learners work alone, in pairs/groups, or with the whole class?. How can we relate the findings to our own teaching contexts? The three levels of analysis and the two schedules for examining a set of materials provide a very powerful means of revealing the underlying nature of materials. They provided a thorough basis for testing out how far both aims and claims in materials are met and thus will aid anyone involved in their design and use to take more control of the materials with which they are involved.

Sandra Nereida López Ramírez Alejandra Donaji Zarate García Ramsés Aliexer Juárez Geminiano

Media and materials Teacher: Clare Marie RocheStudents: Ana Elizabeth Pérez Pacheco Edgar Reyes Guzmán THE GLOBAL COURSEBOOK IN ENGLISH LANGUAGE TEACHING John Gray This chapter is practices of that same critical endeavour and seeks to problematize in particular the phenomenon of the global coursebook. Although coursebooks are designed explicitly for the teaching on English language they are also highly wrought cultural constructs and carriers of cultural messages. Here I focus on the ways in which these texts, against a background of increasing globalization, represent the English speaking worlds for pedagogic and commercial purposes. **Globalization: dystopia or utopia?** A cluster of factors are associated with globalization. These include the rise of transnational corporation and the concomitant challenge to the autonomy of the nation-state, increasing interconnectedness which transcends national boundaries technological developments which compress time and space and make global communication instantaneous, and increasing cultural hybridization. However, these factors combine to generate very disparate visions of the present and the future. Clearly it is beyond the scope of this chapter to evaluate the merits of these various positions. These response generate conflicting visions of the present and the future, and global ELT coursebooks, as well shall see, also offer their own particular vision. **Globalization and English** Before turning to coursebooks I want to look at the three main ways in which I think globalization and English are connected. In the first place, the rise of transnational corporations does much to promote the spread of English. This can imply business and legal documentation being produced in English, oral and written communication skills training in English for staff, possible spinoffs for the local hotel and tourist industries, and more English being taught in local schools. Secondly, the increase in the number of world organizations, many of which are themselves implicated in globalization networks, means that English continues to be in demand globally The third area is linked specifically to the internet. English currently predominates on the internet. **The commerce of the global coursebook** ELT publishing is a growing and highly competitive industry. However, accurate figures for coursebook sales are difficult to come by. The importance of this industry is recognized beyond the world of ELT. In 1990, as the contours of the so-called new world order were becoming apparent, //The Economist// intelligence Unit produced a report entitle ‘English in Eastern Europe’. The report pointed out that the demand for English had already created a ‘considerable industry’ (1990:2) worldwide, and that the ‘principle players in the sector are the private language schools and the English language textbook publishers’. The conclusion to the report highlighted the importance of coursebooks in paving the way for further business ventures. **Coursebook content** Clearly coursebooks are commodities to be traded, but what they contain is the result of the interplay between, at times, contradictory commercial, pedagogic and ethical interest. One the most notable things about the current crop of global coursebooks are the way in which they have been subtly deterritorialized. The innovative strategies series which was launched in 1975, beings by welcoming the students to the course and to London where the book is set. More significant though is the way modern coursebooks now resemble each other, not only items of glossy design but also in terms of content. **Inclusivity** Early surveys (Hill 1980; Porreca 1984) concluded that women were underrepresented, trivialized and stereotyped in a wide selection of British and North American coursebooks. The documents make it clear that fairness and balance should also apply to representations of age, class, ethnic origin and disability. In the main, however the concern with women, the ways in which they are represent, and gender issues in the use of language. The guidelines point out that 54 per cent of British women work outside the home, 42 per cent of mothers with young children go out to work, and that 20 per cent of working women are the sole earners for their families. This reality, the writers say, needs to be reflected in materials if women are not to be misrepresented. **Inappropriacy** Some publishes provide list of described topics, while others rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, items and pork) as a rule of thumb. One publisher’s list I saw contained some thirty to be avoided or handled only with extreme care. Guidelines for inappropriacy are different from guidelines for inclusive language and the representation of women and men. While the latter have the stated aim of improving the learning opportunities for women students and reflecting language change, guidelines for innappropriacy are based on customers’ perceived sensitivities. So while coursebooks can seen as feminized for ethical reasons they are also sanitized for commercial purposes. The comprehension questions which accompany the listening exercise avoid the issue of racism, and in the follow-up activity, where the students could discuss the implications of the listening exercise, they are asked instead to invent a new mixed race identity for themselves. The publishers I spoke to use the term ‘aspirational’ to refer to content of this type. One editor difined this for me as ‘something which (students) aspire to and therefore interests them and motivates the’. While it is undeniable that the students need scripts it could also be argued that they need exposure to a much wider range than those available in most coursebooks. Students in many learning situations may have problems with visas, need part-time jobs, or have difficulties renting accommodation as well as wanting to know how to enthuse over each other’s clothes. **Teachers’ voices** As a part of exploratory study of the way teachers construe cultural content in ELT global materials I conducted twenty-two in-depth interviews with teachers of EFL to adults in a number of schools in the Barcelona area. All teachers had between seven and twenty years of teaching experience. Thirteen were women, nine were men. **Inclusivity** <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">All the teachers I spoke to were aware of the inclusivity aspect of global course books. Inclusivity was seen as a positive element although some teachers felt it did not always go far enough. Eulalia, who I quoted at the beginning of this chapter; mentioned the representation of women and men as an aspect of coursebook content she approved of. ‘I think it’s a very different image from what we normally see…’ ‘I think because it’s like stereotype’, ‘I think it’s good because it’s more, it’s, first more real yes….’ (162). An accurate picture of reality, and specifically target language reality in the case of second quotation, is something this teacher clearly values in coursebook material. <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">Pere was also concerned with the representation of reality in course books. However, he was the only teacher in the study who felt the inclusivity aspect was overdone, particular at the artwork level. ’I think the one area where you’re failing to reflect the diversity… ’ This teacher clearly subscribes to the belief that in language teaching material an inclusivity which does not include language, and the way that language sounds, is tantamount to window-dressing and may in fact belie a deeper and more pernicious exclusivity **Inappropriacy** Again the teachers in the study showed that they were aware that coursebook content was partly determined by the publishers’ need to maximize sales. . Pere says ‘I think a lot of publishers erm put together coursebooks that they’ll think will sell internationally.’ The idea of the course book or the topic of the lesson as a bridge was one of many metaphors teachers produced in the course of the interviews. It was perhaps the most telling in that is summed up what so many of the informants talked around the need for something to connect the world of English with the world of the students. **Accommodating the local** <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">A summary of the interviews reveals essentially two approaches to producing course books for local markets. Some countries, such as Spain and Italy, have courses written specifically for them. <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">This aimed at what the publishers call a ‘lead country’ and is accompanied by differentiated supplementary materials for satellite countries. These supplements are often written by local authors with specific local knowledge. The stated aim in both approaches is to give the teachers ‘a better fit’. <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">The publishers and editors I spoke to agreed that the future would involve even greater localization of materials in their sector. Printed core materials, it was felt, would survive, but the demand for ‘a better fit’ meant that variety of add-ons would grow, and as technology develop and became more available there supplements would be increasing available online. <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">**Conclusion** <span style="display: block; line-height: 150%; margin-bottom: 0pt; text-align: justify; text-indent: 35.4pt;">Publishers and the global course books they produce have received a lot of criticism from ELT profession. This is reflected in the guidelines for inclusivity, although perhaps more so in the guidelines than in the actual course books themselves. This means that content is limited to a narrow range of bland topics and is predominantly aspirational. But ‘one size fits all’ also means the exclusion of the local. However, the way in which course books are produced for the young learner/secondary school market may represent one way forward for the development of the global course books. ||

Lia,Marisol,Alejandra S, Cintia:

Julieta Foglia Carlos Vasquez

10 What do teachers really want from coursebooks? Introduction Since the 198os learner variables attracted a lot of attention in the research and the findings have influenced pedagogy. Text books seem to reflect this change and their blurbs these days often emphasise that their product is designed to satisfy learner’s needs and interests. Teacher variables have received very little attention in the literature and discussion about teachers has centred around their roles in methods. In contrast to the range and number of studies on learner variables, studies of teacher variables seem hard to find. And investigation of the psychology of teachers in relation to security and involvement could reveal a lot about teaching which enhances language learning. An Investigation into teaching styles and preferences could reveal how teachers react to and implement teaching materials. However, teachers often seem to be treated in both language learning and teaching studies as passive beings who are expected to adapt flexibly to the roles determined by the objectives of method and by the learning theory on which the method is based. The teacher training literature seems to reflect this tendency in that teacher development means preparing teachers for change. Even when individualistic aspects of teachers’ needs and wants are brought to light, they are often discussed in terms of how teachers can be helped to manage the success of the method as measured in terms of learner achievement. Whose needs analysis? Needs analysis has featured prominently in the literature of language teaching in the last 20 years but most of what has been written has focused on learners’ communicative needs. Teachers’ needs defined in the literature? They seem to be defined in terms of: a) ownership (whose needs are they?) b) kinds (what kinds of needs are identified) c) sources (what are the sources for the need?).      1 TEACHERS’ PERCEPTION OF ADMINISTRATIVE NEEDS:      e.g. The school is under-resourced and a very strict syllabus is set which the teachers are expected to obey.      2 MEASURED LEARNERS´NEEDS:      e.g. The teacher has administered a diagnostic test at the beginning of the course and is aware of the learners’ communicative needs.      3 TEACHERS’ ÉRCEPTION OF LEARNERS’ NEEDS:      e.g. The teacher believes that Japanese students are quiet and shy and thus require special training in speaking.      TEACHERS’ WANTS:      e.g. Even though ELT experts recommend a learner-centred approach these days and the other colleagues of the language centre follow the trend, the teacher prefers and also secretly believes in the value of a teacher. Centred approach for certain learners. There are three kinds of needs according to how they are identified: a) Self-perceived needs – the needs which are reported by the teacher. These are what teachers themselves van articulate.     b) Needs perceived by others – the needs of the teachers which they are not aware of and thus cannot articulate themselves and which are identified by others (e.g. colleagues, teachers, researches) in response to qualitative data (e.g. observation of the teacher’s teaching, analyzing the tendency in interview and questionnaire responses of the teacher). <span style="margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18pt;"> c) Objectively measured needs – the needs which are identified in objective studies in which quantified data is collected, analyzed and accurate.      The study of teachers’ needs would provide useful information for the content, coverage and format for producing a teachers’ guide. An inexperienced teacher might need more detailed instructions and suggestions on teaching methods in the teachers’ guide to supply a lot of different optional activities or interesting raw materials to be exploited.       Teachers – an endangered species      Exploring teachers’ needs and wants is crucial when the role division between the materials producers (e.g. professional materials writers and publishers) and the users (e.g. teachers, educational administrators and learners) seems to be coming more and more evident. Remarkable technical advancement has brought sophistication and great proliferation of ESL/EFL coursebooks but it has also created a wider role division between materials producers and materials users. The sheer scale and amount of time, energy and different expertise required in contemporary coursebook production seems to be alienating teachers as potentials material writers, because they often have a heavy workload in often under-resourced teaching context. The writers and publishers of a textbook may or may not have gone through the stages of needs analysis, specifications of the goals and objectives, designing the syllabus, and choosing the methodology but the teachers and administrators are even less able to oversee these processes than before, except through the selection of and the flexible use of the materials- In such cases, the materials writer and the publisher who produced the materials have more **  Empowerment of Teachers   ** Four areas are recognized in which teachers` needs and wants could be reflected in the development and use of materials. **  Quality assessment of published coursebook. **   The need for objective measurements of the quality of published course books. Stricter and more systematic material selection procedures. Establishing methods and feedback routes of user`s evalutation. Pre-use evaluation which can be done prior to the use of coursebook In-use evaluation Post-use evaluation, measured in terms of learnes`performance **  Opportunities for change. **   Judging from the fact that the “for and against coursebooks” debate recurs and persist ,regular and successful communication between materials producers and users does not seem to be taking place.Intent to go through the process of materials production and use ,acknowledging current practice and suggesting new angles in order to reflect teachers` needs and wants. Planning: agent (publisher in-house investigator, materials writers ,outside investigator. Kinds of investigation (needs analysis market research. Methods (questionnaires interviews classrooms observation ) Drafting : agent ( materials .writers.publisher) Evaluation: agent (readers ,publisher). Kinds of investigation (reading of the material).Methods (criterion-referenced, evaluation) Piloting: agent ( publisher, teachers, learners). Kinds of investigation (trialling). Methods (questionaries, interviews ,classrooms observation, testing) Production : agent (materials writers, publisher, designer. Kinds of investigation ( consultation )     Post production : agent ( reviewers ,researcher, analyst).      Kinds of investigation (book reviews, sales record) Methods (evaluating, analyzing data)