E AS 2019 T IS T HE COURSE BOOK YOUR SCRIPT ? OR YOUR RE - PowerPoint PPT Presentation

E AS 2019 T IS T HE COURSE BOOK YOUR SCRIPT ? OR YOUR RE SOURCE Susanna Sc hwab PHBe r n

OVE RVI E W Ho w te xtb o o k a wa re a re yo u So me b a c kg ro und info rma tio n a nd so me the o ry (lite ra ture re vie w) first So me fo o d fo r tho ug ht a nd Mc Gra th’ s princ iple d a ppro a c h to a da pta tio n (plus my a da pta tio n o f his princ iple d a ppro a c h: e va lua ting wo rkshe e ts)

CONT E XT I a m a te a c he r e duc a to r I a m tra ining pre -se rvic e prima ry sc ho o l te a c he rs to te a c h E F L I a m a pra c titio ne r wo rking o n e sta b lishing links b e twe e n pra c tic e a nd re se a rc h I a m a re se a rc he r c o nduc ting a pro je c t to a ddre ss te a c he r te xtb o o k a wa re ne ss • L ittle te xtb o o k a wa re ne ss (pre -se rvic e a nd in-se rvic e te a c he rs) • F ill the g a p (a little !) «b e twe e n wha t the te xtb o o k inte nds a nd wha t a c tua lly ha ppe ns in le sso ns» (Ha rwo o d 2014, p. 11)

HOW T E XT BOOK AWARE ARE YOU? Pre -Co nc e pt? Yo ur pre -c o nc e pt o f te a c he r te xtb o o k a wa re ne ss Do yo u se le c t yo ur o wn te xtb o o k? Whic h c rite ria do yo u use fo r yo ur se le c tio n?

SWI T ZE RL AND ST AT E SCHOOL S Prima ry Sc ho o l ( e .g . Be rn) Subje c t Compulsor y Re c omme nde d F r e e (list) F o re ig n la ng ua g e s: Ge rma n 2-3 Co mpulso ry c o urse b o o ks Music F re e Ma th 2 Sc ie nc e L o ng list F re nc h 1 Spo rt F re e E ng lish 1 Art F re e T e c hno lo g y F re e (App!) Me dia & I nf ? ?

SWI T ZE RL AND a ng ua g e s: T he la ng ua g e o f instruc tio n is e ithe r Ge rma n, F re nc h, L I ta lia n o r Ro ma nsh, de pe nding o n the la ng ua g e re g io n, tho ug h Ro ma nsh-la ng ua g e munic ipa litie s re pre se nt a spe c ia l c a se . T ra ditio na lly, la ng ua g e le a rning ha s a n impo rta nt ro le in Switze rla nd. 26 c a nto ns: 22 «mo no ling ua l», Stude nts le a rn a se c o nd o ffic ia l la ng ua g e o f Switze rla nd a s we ll a s 3 b iling ua l, 1 triling ua l E ng lish during the ir c o mpulso ry sc ho o l ye a rs. Po pula tio n: 8.3 mio L a ng ua g e s: 4 o ffic ia l http:/ / www.e dk.c h/ dyn/ 16342.php ( G = 63%, F = 22%, I t = 8%, Ro ma nsh = 0.6%)

F ORE I GN L ANGUAGE L E ARNI NG AND T E ACHI NG I N SWI T ZE RL AND Na tio na l L a ng ua g e Stra te g y 2004 : 2 fo re ig n la ng ua g e s a t Prima ry Sc ho o l Co mpro mise : o ne la ng ua g e = a na tio na l la ng ua g e , the o the r = E ng lish I nte rc a nto na l a g re e me nt: la ng ua g e b o rde r c a nto ns BS; BL ; SO; BE ; F R; VS Passe par tout Pr oje c t

PASSE PART OUT PROJE CT E duc a tio na l re fo rm

NE W T E XT BOOK S F RE NCH AND E NGL I SH F irst fo re ig n la ng ua g e Se c o nd fo re ig n la ng ua g e E ng lish: Ne w Wo rld (K le tt und Ba lme r) F re nc h: Mille fe uille s (Sc hulve rla g Be rn) Gra de 3 - 6 Gra de 5 a nd 6

T HE T E XT BOOK NE W WORL D Co mpulso ry – (ma nda to ry) a ll Pa sse pa rto ut c a nto ns Gra de 5: E ng lish a s a se c ond fo re ig n la ng ua g e https:/ / www.kle tt.c h/ d e / ha uptle hrwe rke / ne w_wo rld/

SCHOOL SUBJE CT S VS. COURSE MAT E RI AL S Subje c t Compulsor y Re c omme nde d F r e e (list) Ge rma n 2-3 Music F re e Ma th 2 e e n (7 subje c ts) : Gr Sc ie nc e L o ng list Ge rma n (6) Music (2) F re nc h 1 Ma ths (5) Spo rt F re e Sc ie nc e (3) Spo rt (1) E ng lish 1 E ng lish (2) Art (2) Art F re e T e c hno lo g y F re e (App!) T e a c he r: 28 le sso ns / we e k = full time 39 we e ks = 1 sc ho o l ye a r Me dia & I nf ? ?

MANDAT E D T E XT BOOK S I N SWI T ZE RL AND • I n Switze rla nd fo re ig n la ng ua g e te a c hing = a ll c a nto ns usua lly ONE c o mpulso ry te xtb o o k(Zuric h: c o mpulso ry a nd Alte rna tiv- Oblig a torium im ng lisc hunte rric ht E An de r Vo lkssc hule de s Kanto ns Z üric h sind he ute dre i o b lig ato risc he E ng lisc hle hrmitte l de s L e hrmitte lve rlag e s Z üric h e ing e führt: «F irst Cho ic e » (3. Primar), «E xplo re rs» (4. b is 6. Primar) und «Vo ic e s» (1. b is 3. Se k.). Alte rnativ dazu kö nne n se it Sc huljahr 2013/14 auc h fo lg e nde L e hrmitte l unte rric htsle ite nd e ing e se tzt we rde n: I n de r Primarsc hule «Yo ung Wo rld» und de r Se kundarsc hule «Ne w I nspiratio n» o de r «E ng lish Plus» . • Conte nt to b e c o ve re d o ve r 1 sc ho o l ye a r = pre sc rib e d ministry o f e duc a tio n Be rn: Ne w Wo rld 1 = Gra de 5, Ne w Wo rld 2 = Gra de 6 (no e xa ms!) • So me disc ussio ns (Pa sse pa rto ut c a nto ns: b ut ma inly fo r the F re nc h ma te ria ls)

SURVE Y MARCH 2018 T E ACHE RS’ UNI ON Ha ve yo u ha d a b o ve -a ve ra g e ‘ wo rk/ e ffo rt’ to c re a te a dditio na l pra c tic e ma te ria ls c o mpa re d Wo uld yo u ne e d mo re time fo r pra c tic e ? to o the r F re nc h c o urse b o o ks? 65 no t a t a ll 128 no t re a lly 187 pro b a b ly ye s 259 YE S, muc h 33 Ca nno t sa y 7 No t a t a ll No t a t a ll No t re a lly 41 No t re a lly Pro b a b ly ye s Ve ry muc h so 125 Pro b a b ly ye s Ca nno t sa y 504 YE S, muc h 16 Ca nno t sa y

PROJE CT WE BSI T E • https:/ / www.phb e rn.c h/ te a c he rs-use -o f-a -te xtb o o k-fo r-e ng lish-a t-prima ry- sc ho o l/ pro je kt.html • F ina nc e d b y the Be rn Unive rsity o f T e a c he r E duc a tio n = PHBe rn Ma in Re se a rc h Que stio n How do pr imar y sc hool te ac he r s use the mandate d te xtbook Ne w Wo r ld ? Sub -q ue stio ns: • Ho w do te a c he rs pe rc e ive the ir ro le using a ma nda te d te xtb o o k? • T o wha t e xte nt do te a c he rs a dhe re to the te xtb o o k Ne w Wo rld ? • Whic h me tho ds o f E L T te xtb o o k a da pta tio ns (a dding , de le ting , mo difying , re o rde ring , simplifying ) do te a c he rs e mplo y? Why?

F I RST I NSI GHT S My b ig g e st Ne w Wo rld fa n: Adhe re s to the te xtb o o k Ne w Wo rld b ut witho ut fo llo wing the se q ue nc e s/ o rde r, lo ts o f re o rde ring , de le ting , mo difying , sho rte ning ; • T e a c he r do e sn’ t se e m «to re fle c t upo n the re a so ning b e hind the ma te ria ls a nd upo n [the ir] o wn pra c tic e » (T o mlinso n a nd Ma suha ra , 2018, p 105) Re de sig ning te a c he r tra ining pro g ra mme (slig htly!) - Co urse b o o k-b a se d te a c hing (se e e .g . Mc Gra th 2016; T o mlinso n & Ma suha ra 2018); ma king a da pta tio ns princ iple d!

T E XT BOOK – HI DDE N CURRI CUL UM „[i]n no o the r sc ho o l sub je c t do c o urse b o o ks e xe rt a similia r influe nc e a s in la ng ua g e te a c hing … T he b o o k is in fa c t o fte n tre a te d a s the sylla b us” Appe l (2011, p. 50-51).

OVE R T O YOU Adva nta g e s Disa dva nta g e s … … … … … … … … … … … … . … … … … … … … .. … … … … … … … . … … … … … … … … … … … … … … … . … … … … … … … … ..

COMPARE WI T H Advantage s Disadvantage s - ma y c o nta in ina uthe ntic la ng ua g e - Pro vide struc ture a sylla b us fo r pro g ra m - ma y disto rt c o nte nt - He lp sta nda rdize instruc tio n - ma y no t re fle c t stude nts’ ne e ds - Ma inta in q ua lity - a re e xpe nsive - Pro vide va rie ty o f le a rning re so urc e s - c a n de skill te a c he rs (Ric ha rds 2001) - Are e ffic ie nt - T e xtb o o ks do no t c a te r fo r the who le - pro vide e ffe c tive la ng ua g e mo de ls pe rso n & ig no re le a rning pre fe re nc e s a nd input - T e xtb o o ks do no t re fle c t the finding s o f - Are visua lly a ppe a ling re se a rc h into la ng ua g e (limite d c ulture ) - Ca n tra in te a c he rs - T e xtb o o ks « mar ginalize » te a c he rs (Ric ha rds 2001) (Mc Gra th, 2013, p. 12) - T e a c he rs b e c o ming «me re te c hnic ia ns» (Mc Gra th, 2013, p. 13)

SWAN 1992 Ab so lve te a c he rs o f re spo nsib ility? « … se c ure in the b e lie f tha t the wise a nd virtuo us pe o ple who pro duc e d the te xtb o o k kne w wha t wa s g o o d … « (Swa n 1992, p. 33) 2018 (OUP)

T E XT BOOK AS CHANGE AGE NT • Ric ha rds 2001: te xtb o o ks c a n tra in te a c he rs • Hyla nd a nd Wo ng (2013) ma inta ine d tha t «it is the E F L te a c he r who de c ide s wha t inno va tio ns find the ir wa y into the c la ssro o m» (p . 2) • Swiss re se a rc h pro je c t (Züric h), ne w E ng lish te xtb o o k (Crib le z & Nä g e li, 2011, p. 2) c o nc lude d tha t «to imple me nt the re q uire d pa ra dig m shift in c o nte mpo ra ry la ng ua g e dida c tic s, te a c he rs no t o nly ha ve to unde rsta nd the ne w philo so phy b ut a lso a c c e pt it a nd a da pt it to the ir o wn te a c hing « (tra nsla te d Sc hwa b ) • Sc ha e r (2007) So urc e b o o ks ra the r tha n c o urse b o o ks … (me re te c hnic ia n, de skill te a c he rs, hidde n c urric ulum): te xtb o o ks sho uld suppo rt a nd no t do mina te te a c hing a nd le a rning … c a n b e a g e nt o f c ha ng e