Table of contents Acknowledgements Preface 1. Introduction: Materials, the roles of teachers and learners, and teacher education Part I: External perspectives: 'Theory' 2.
Publisher and coursebook writer perspectives 3. The professional literature 4. Teacher educator perspectives Part II: Teacher and learner perspectives: 'Practice' 5.
How teachers evaluate coursebooks 6. How teachers adapt and supplement coursebooks 7. Learner perspectives 8. Contextual influences and individual factors Part III: Implications 9.
Jun 7, 2017 - language teaching available on the market makes selecting the right coursebook a challenging task. I chose Unit 7 Where would you like to visit? To evaluate from four. Q8 Are learners encouraged to review and edit their written. [2] Cunningsworth, A. Evaluating and Selecting EFL Teaching.
Implications for teachers, managers, ministries, publishers and coursebook writers, and research 10. Implications for teacher educators: a practice-based proposal References Index. Reviews “ Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory is aimed at postgraduate students and would be an ideal core text for a module on materials development.” – Rachel Wicaksono, York St John University, UK, Times Higher Education “[A] valuable resource for postgraduate students, researchers, and teacher educators in the area of TESOL. What it reveals about how coursebooks are actually used will also make it salutary reading for publishers and coursebook writers. With his measured tone and a balanced approach which takes into consideration all sectors of the language teaching community, McGrath gives us a very readable, thought-provoking, and welcome addition to the steadily growing body of literature on materials development.” – Freda Mishan, University of Limerick, Ireland, ELT Journal “McGrath's book. Provides a safety harness for the inexperienced teacher while offering the more seasoned teacher an opportunity to rethink and refresh perspectives held towards materials development and design. A useful resource for all teachers and teacher educators.” – Australian Review of Applied Linguistics “A strength is that the author brings together perspectives of materials, teachers, learners, contexts, and teacher education that other similar texts often deal with in a less than adequate way.
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The book succeeds as a primer for those seeking to explore different elements of materials evaluation and design. I would even suggest that the current text is a must-read resource for pre-service teachers and in-service teachers as well as those interested in language materials evaluation and development.” – Handoyo Puji Widodo, University of Adelaide, Australia, System “[An] excellent review of past and current research in textbook use.” – Jesus Garcia Laborda, Universidad de Alcala, Spain, Modern Language Journal “In itself, this is an extremely practical set of suggestions for teachers to consider. My own (long) experience in working with teachers from many backgrounds supports McGrath's contention that many lack a clear understanding of how to systematically evaluate the materials they use, and often are obliged to use. His book is well-organised, clearly written and thought provoking, and McGrath provides a clear rationale and framework for the professional development of teachers in the area of materials selection, evaluation and adaptation.