CRITICAL STUDY OF ENGLISH TEXTBOOK OR TEXTBOOK REVIEW / ANALYSIS
CRITICAL
STUDY OF ENGLISH TEXTBOOK
·
Textbook
review
A text book review is a
form of literary criticism in which a book is analyzed based on
content, style, and merit. A book
review can be a primary
source opinion piece,
summary review or scholarly review. Books
can be reviewed for printed periodicals, magazines and newspapers, as school
work, or for book web sites on the Internet. A book review's length may vary
from a single paragraph to a substantial essay.
Such a review may evaluate the book on the basis of
personal taste. Reviewers may use the occasion of a book review for a display
of learning or to promulgate their own ideas on the topic of a fiction or non-fiction work.
Textbook
Textbook are as
universal as formal schooling and almost as old. They have been used to aid
teaching and in some cases, to be the teacher for centuries. Textbooks are not
just teaching and learning objects but are political documents that hold
content that reflects the vision of a specific group.
A textbook is a book
used for the study of a subject. People use a textbook to learn facts and
methods about a certain subject. Textbooks sometimes have questions to test the
knowledge and understanding of the leaner.
In education textbooks
are very important because these are helping in attaining the school curriculum.
Textbooks stated at the heart of educational enterprise. The role of textbook
is vital. A textbook is a prescribed book for the students of a particular age
group. It covers the items as given in the syllabus. Such a book forms the
basic teaching learning in the class.
Textbook is frequently
the most important teaching tool because it can determine not only what will be
taught but also how it will be taught. Although television, computer, internet
and other new media are rivaling printed materials of communication, textbook
remain major sources in school and colleges. Among various instructional aids
such as textbook, supplementary books is presumably the most important because
it is used in formal as well as informal situations of instruction and also in
self study. This is the cheapest of all the aids enumerated above and also the
teachers.
A textbook has been
defined as an instrument of instruction that facilitate teaching; sometimes a
textbook is called “The Teacher in print.”
Definitions
of Textbook
According
to Encyclopedia of Education – “The textbook is
printed and bound artifact for each year or course of study. They contain facts, figures ideas around a
certain subject. The text books are not
like the other books. They are specially
made by cooperation to follow a set standard curriculum for a school system or
larger organization.”
According to
Wikipedia, retrieved 19:57, 8 August 2007 (MEST), “A textbook is
a manual of instruction or a standard book in any branch of study. They are produced
according to the demand of the educational institutions. ... Textbook is
a teaching tool (material) which presents the subject matter defined by
the curriculum. Aug
22, 2016
According
to dictionary of education C.V. Good “It is any manual of
instruction; a book dealing with a definite subject of study, systematically
arranged, intended for use at a specified level of instruction, and used as a
principal source of study material for a given course.”
According
to Tanner & Tanner (1975) “textbooks are useful
guides for teachers and stable orientation for the students.”
According
to marsh (1992), “A tool used by teachers to motivate
students and to give them maximum understanding about a topic or problem”
According
to American Textbook Publishers Institute, “A true
textbook is one especially prepared for the use of the pupils and teacher in a
school or a class, presenting a course of study in a single subject, or closely
related subject.”
According
to Webster’s Dictionary, “A Manual of instruction, a book
containing a presentation of the principles of the subject used as a basis of
instruction.”
According to Bacon,
“A book designed for classroom use, carefully prepared by experts in the field
and equipped with the usual teaching devices.”
According
to Encyclopedia of Educational Research, “In the modern sense and as
commonly understood, the textbook is a learning instrument usually employed in
schools and colleges to support a program of instruction. In ordinary usage,
the textbook is printed, it is non-consumable, it is hardbound, it serves an
avowed instructional purpose, and it is placed in the hands of the learner.
Importance characteristics and
qualities of text-books are listed below:
(1)
Text-books that are intended to be used should be useful for the students as
well as teachers.
They
should be so designed that on the one hand they may be written according to
the psychological requirements of the’ students and on the other they should
serve the purpose of the teacher who wish to impart knowledge to the students
in a successful and interesting manner.
(2) The size of the book should be handy. It
should be possible for the students to carry them properly. They should not be
bulky.
(3)
Printing and get-up of the books should be interesting and attractive. They
should be printed in the letters that they do not require strain on the eyes of
the students. On the other hand they should be correctly and neatly printed.
(4)
The exterior of the picture should be attractive. If the exterior is
attractive, students would like to carry them and keep them.
(5)
They should serve the purpose of the subject- matter as well as the aims and
objects of teaching. They should be written with a view on the aims and objects
of the teaching.
(6) The text-books should be accurately
written. They should present the subject-matter in such a manner that there is
no fault in them. The subject-matter, presented therein should be up to date.
(7)
The style of the books should also serve the psychological requirements of the
students of different stages. Text books intended for the students of the
primary classes should be written in a story form. In the text-books meant for
higher classes the author may use the regional method or some other method that
is useful for the students of the stage.
(8)
The text-books should continue to keep the interests of the students alive in
the subject-matter. The subject-matter should be presented in a simple and
lucid style and clear form.
(9)
The text-books should contain all the necessary and relative material required
for a particular stage of education.
(10)
The text-books of different stages should be complimentary to each other.
Text-books that are used in primary classes should have some bearing and
connection with the text-books that shall be used by the students in the Junior
High School classes. Similarly text-books that are to be in mind the books that
have been used by the students in the Junior High School classes.
(11)
Text-books should be free from prejudice. The presentation of the
subject-matter should be unbiased. There should be no material which can injure
the susceptibility of any class or category of people. They should contain
objective description of the people and conditions of different countries.
(12)
The text-books should contain charts, maps, diagrams etc. as and where
required. Without the charts, maps and diagrams etc. the subject-matter of
Geography cannot be taught properly. It is, therefore, necessary to give place
to all these things in the text-books.
(13) At the end of every chapter of the
text-book there should be certain questions that may be used for the revision
of the subject-matter. Without these questions the text-books shall not be
useful.
(14)
If required the text-books may give a substance of the chapter at the end of
each lesson. Such a provision will help the students to grasp the
subject-matter properly
Need
and Importance of textbook
Textbook
are indispensable for the study and teaching due to various reasons:
To
help the teacher:
The
text book provides useful guidelines along which the teacher can plan his
day-to-day teaching; it serves as a reference book while actually teaching in
the classroom; provides suggestions for some assignment; suggests activities to
be taken up in the classroom and outside.
To
help the pupil:
For
the pupil textbook is the most accessible guide, a dependable reference book
and an all-time companion. The pupil makes use of the textbook to prepare
himself in advance for learning in the classroom; refers to it during the course
of learning in the classroom; revises and reinforces the class room learning’s;
does assignment at home; prepares for the examination; reads for pleasure; and
seeks guidance and references for further studies.
To
give the minimum essential Knowledge at one place: All teachers are not in a position
to dig up facts. Some mature, well-trained, experienced teachers may find it
possible to use their outlines and thus find it possible to dispense with a
basal textbook, but most teachers cannot and should not do it.
To
help in self-teaching:
The
tradition of imparting education through the instrument of lecturing has
high value especially when the teacher is armed with special gifts, i.e.,
inspiring the gifted and encouraging the weak students, etc. But it needs to be
admitted that even impact of best spoken message is necessarily Transitory
in character and even the most attentive listener loses any but the obvious
connection in the lesson. The efficacy of the textbook lies in making self
teaching a possible proposition through printed materials. Thus, a good
textbook can prove an insurance against illiteracy at home which is normal in
the case of many children.
To
provide logical and comprehensive material:
A
good textbook provides material in a systematic and comprehensive form. That
why, it sets a standard of minimum essential to be achieved by pupils of
all categories. It gives the beginner a grasp of new matter. It also
gives direction for further studies to enthusiastic pupils.
To
ensure uniformity of good standard: The text book provides a highway for carrying better
practices to all Schools. Some sort of uniformity of good standard is ensured.
The Textbook furnishes a common basis on which to master the process
of reading, analyzing, outlining and summarizing. It, thus, furnishes a common
laboratory in which to develop study skills.
To
provide a base from which both the teacher and the pupil may start and continue to work:
The
textbook contain the minimum essential knowledge and can, thus, provide appoint
of departure for more comprehensive link. Further, it provide the common ground
which both the student and teachers may explore together. Also it can focus
attention on the same issues - event, sequences and circumstances and serve
well as rallying points.
To
provide both confirmation and sustenance:
The textbook is supposed to contain
the facts which are carefully sifted and examined. Thus it can confirm the
knowledge obtained elsewhere.
Benefits
of Textbook
A
good text book is very important because it serves as guide to the
syllabus, particularly suggesting what should be taught. Textbook also provide
exercises, activities and suggestions for further reading, which encourages the
teacher to supplement material from other sources. A good textbook can be
a supplement to the instruction received in the classroom; students can
look up specific information, catch up when they missed school and spend more
time concentrating on comprehension than on copying down every word.
A good textbook may also help to promote learning. e.g. A
student may get interested in a topic that was introduced in class and want to
know more about it. So he/she consult the textbook and in this way not only
increases knowledge but also prepares in advance for the next lesson in class.
Furthermore the students learn to be an independent learner in this way. The exercises at the end of a lesson
in the textbook help to give the students practice and also help them to retain
information and apply it to different situations. The same exercises help to
the teacher in giving homework, assignments and for revision purposes. Textbook
can also have a motivation effect on the students in the fact that it may have
attractive features and suit the interest and level of the reader. The fact
that the reader possesses the book also makes it available to read at all times
and whenever possible. Textbook help the teacher to individualize instruction in the sense that the teacher may
permit each student to read it his/her own rate of comprehension. Textbooks
are also a very good means to an order of procedure, atopic sequence and to
specify required of standards. In this sense they are also great time savers.
Basis of
Analysis
OPEN
ENDED INSTRUCTIONS Lessons
are structured so that multiple/complex answers can be easily solved by a
student. The content of each lesson is
according to child’s level and students are now simply steered towards one
“right” answer.
INTER-DISCIPLINARY
KNOWLEDGE The
subject should provide the knowledge that not only covers the given subject but
other disciplines too. Like a science
topic should include mathematic topic where required. This helps a child to link two disciplines.
DISCOVERY
KNOWLEDGE Learning
activities are constructed so that student’s discover and build knowledge for
themselves and develop their own knowledge.
CO
OPERATIVE LEARNING Activities
should be given in the books so that students can indulge in groups and work
accordingly. This not only increases
knowledge but also creates confidence and team spirit in child.
ASSESSMENT
AND EVALUATION OF STUDENT’S LEARNING Books should include all the formative and summative information to
evaluate student’s learning. Even
questions should not be direct; they should include a student’s mind and
knowledge.
CASE
STUDIES Relevant
case studies should be included in the text books for better understanding and
clarity of topic. It helps in practical
approach of topic.
PICTORIAL
REPRESENTATION It
is well said that “a student learns better when taught in an innovative
way.” Books should contain pictures so
that they don’t look dull. Students
should neither feel bored nor get away with the pictures. Proper diagrams, pie-charts, posters and
other creative things should be included.
USE
OF ILLUSTRATIONS Every
topic should have proper illustrations or examples so that a topic can be
closed properly with illustrations
General
information of the Textbook
·
Cover
Page - It is attractive.
·
Title
of the book- Exploring English
·
Standard-
6th
·
Author’s
Information- Dr. Padmini Shankar
·
Publisher’s
Information- Collins India
Physical
aspects of textbook
1.
Size
of the book-
·
It is suitable for the
learners.
·
It is convenient for in
handling and carrying.
·
It is neither too big
nor too small for the students for whom it is ment.
2.
Printing
of the book
·
The printing is neat
and clean.
·
It is free from any
type of errors.
·
The spacing between the
words, lines and paragraph is even and satisfactory.
·
There are sufficient
margins on all sides of the pages.
·
Each chapter begins on
a fresh page.
·
Length of a line is
within the eye span of child.
3.
Type
size (font) of a textbook
·
Different type of size
is used for the cover page, title, text and captions.
·
The font size used in
the book is suitable for the age group.
·
A balance in the use of
different font size is maintained.
·
It does not strain the
eye sight of the pupils.
4.
Paper
used in textbook
·
It is adequately thick.
·
It is durable.
·
It is smooth.
·
It is reasonable of
good quality.
5.
Binding
of textbook
·
The binding of the book
is sufficiently strong.
·
It opens flat easily.
·
The sides of the book
are properly trimmed.
·
The cover page of the
book is durable.
6.
Price
of textbook
·
The price of the
textbook is reasonable. It suits the pockets of majority of the parents.
7.
Overall
getup of textbook
·
The getup of the book
is fine.
·
Its title page is
attractive.
Academic Aspect of the book
1.
Thematic
content of book
·
The subject matter is
according to the mental level of the learners.
·
It is capable of
sustaining interest of the students.
·
The facts given are
correct and up-to-date.
·
It provides new
information to students.
·
It is free from such
incidents and references as may hurt the feeling of children.
2.
Organization
of the content
·
The subject matter is
divided in to convenient units.
·
Length of each lesson
suits the learners.
·
The reading material is
graded in order of difficulty.
·
The style of
presentation is simple and clear.
·
The title of each
lesson is brief meaningful and suitable.
3.
Textual
language
·
The textual language is
according to the mental level of the learners.
·
The language used is
correct.
·
It is appropriate to
the situation or context.
4.
Illustration
(visual Aids) used in textbook
·
Abstract concepts of
the book are classified with the help of pictures and diagrams.
·
It makes easy to
comprehend.
·
The pictures used in the
book are drawn well.
·
They are realistic.
·
They developed interest
and motivate the learner.
·
They are properly
distributed throughout the book.
5.
Textual
exercises in book
·
Every lesson is
followed by exercises are clear.
·
Instructions to do the
exercises are clear.
·
There is a variety of
exercises are on each lesson.
·
The exercises for each
lesson are purposeful and adequate.
·
They help the teacher
to evaluate the achievement of the students
6.
Maxims
followed in the Textbook
·
Collins Exploring
English is a multi-skill course in English, facilitating the CCE of the
learners through its carefully designed structure and exercises. The course
also adheres to the NCF guidelines, 2005. Textbook followed maxims from simple
to complex, known to unknown, etc.
7.
Correlation
among chapters and units
·
Yes there is
correlation among chapters and units.
8.
SYLLABUS
COVERAGE
·
Index photo
A brief introduction to
all chapters of the Textbooks
·
In unit 1 People Who Do
Good for Others, student will learn about syllables and word stress, differences
between American and British English, uses of the simple part and the past
continuous and practise making polite requests.
·
In unit 2 Amusing
Incidents students will learn some proverbs; learn some useful phrases used in
informal conversation; learn about the uses of will and going to; role-play
informal conversations.
·
In unit 3 The
Environment students will able to use dictionary to learn more about wild
animals; learn how to use phrasal verbs with and without an object; learn words
for ways in which animals move; listen to a passage on environment preservation
and learn how to agree or disagree with
someone.
·
In unit 4 Food students
will practise pronunciation of unstressed to; learn some words for fruits and
vegetable; learn about the uses of must and have to; listen to a conversation
about food allergies; prepare and give a short talk on healthy eating.
·
In unit 5 Sports
students will learn when to use play, do and go when talking about different
sports; learn some sporting terms; learn about the use of the active and
passive voice; listen to, and role-play, an interview with a sportsperson.
·
In unit 6 Looking Back
and Looking Forwards students will learn some prefixes and their meanings;
learn about suffixes to make words for different jobs; learn how to use
conditional sentences for talking about imaginary situations; listen to people
talking about time travel and share my own ideas on the topic.
Overall
Analysis of the Textbook
Collins Exploring
English is a multi-skill course in English, facilitating the CCE of the
learners through its carefully designed structure and exercises. The course
also adheres to the NCF guidelines, 2005.
In this book, each unit
is based around a theme such as Relationships, food, or wildlife. All units
include two reading passages- one a factual article and one a piece of fiction-
as well as a poem.
Each unit is structured as follows:
1. A
warm up: to stimulate the learner’s interest in the theme of the unit.
2. Reading
passage 1: a factual piece that introduces the topic in a way that motivates
the learner to look further into the topic, by way of an authentic report,
article or autobiographical piece. ‘Wordfile’ boxes feature on the relevant
pages to help learners with difficult or literary words.
3. Comprehension
1: comprising factual questions that encourage close reading as well as
scanning for specific details, and ensure a thorough understanding of the
information in the text.
4. Comprehension
2: comprising inferential and extrapolative questions that encourage students
to see beyond the facts or events of the story and to draw parallels between
ideas in text and their own experiences.
5. Vocabulary
check: to ensure that learners have understood key words in the text.
6. Language
skills: these activities encourages learner autonomy such as dictionary work or study tips, as
well as all those extra skills that gives students the edge in making their
speech more accurate. Pronunciation, spelling, punctuation, collocations and
idioms are all areas that may be covered in this section.
7. Reading
2: a fictional piece: a short story or an extract from a novel. As for Reading
1, this passage is followed by comprehension1 (factual questions) and
Comprehension 2 (inferential and extrapolative questions).
8. Vocabulary
exercises: to check the learner’s understanding of useful vocabulary in the
story, and provide extension exercises along the theme of the unit.
9. Grammar
exercises: grammar points are shown in context, often within the theme of the
text and the unit so that students can see how grammar functions within the
language and creates meaning. Exercises are graded so that the learner moves
from simpler tasks to more practical applications as he or she gains
confidence.
10. Listening:
related to the theme of the unit, listening activities provide practice in
listening for both specific and general meaning as well as identifying
vocabulary and grammar items already taught in the unit. Listening tasks are
presented in meaningful and authentic contexts, using standard Indian English
speakers’ voices.
11. Speaking:
prompts and useful phrases give students a springboard from which to practice
using English along the theme of the unit, often recycling material covered in
the vocabulary and grammar sections. Contexts provided are authentic, giving
learners practice in real English that they will be able to take forward are
use in real-life situations.
12. Writing:
linked to the theme of the unit, writing tasks constitute stimulating and
engaging creative activities, guiding learners sufficiently in order to enable
them to create a meaningful and fluent piece of text, but also allowing them
the freedom to take the topic where they want to go.
13. Poems:
Poems have carefully chosen to appeal to students of the relevant age, and
questions range from factual to inferential, encouraging them to appreciate the
effect that the poem has on the reader, and how this effect is created. This is
followed by a free activity, loosely related to the theme of the poem. The free
activity allows learners to explore the topic further, and to follow their own
interests in a way that suits them best.
14. Projects
and Life skills: the course book provides two life skills sections at each
level. The projects encourage teamwork and creativity, while the Life skills
tasks encourage students to examine their reactions to typical real-life
situations
Strength
of Textbook
·
Syllabus designed to
meet the latest CBSE curriculum framework, with carefully graded units to
ensure clear progression through the grammar syllabus
·
Each unit based around
reading passages that cover a wide range of genres and text types.
·
Includes a variety of
writing tasks to challenge learners.
·
Language skills and
vocabulary sections to encourage the use of dictionaries and enrich the
learner’s language.
·
Particular emphasis on
listening and speaking skills.
·
Project and life skill
pages to encourage group work and aid in formative assessment
·
Clear and accessible
layout and design.
Weakness
·
Book is costly not affordable
by all students.
·
Activities given in the
book were ample are time consuming for teachers as well as students.
Conclusion
Textbook
is a guideline of the syllabus. Textbook helps the learners to understand the
syllabus. The textbook is based on structural approach and skills of reading
and writing.
School textbooks are of
various types and provide students a wholesome knowledge about the different
fields. School textbooks are recommended
by school teachers. School textbooks
have become the primary teaching instrument for most children sine 19th
century. School textbook provide a
specific knowledge in specific field, like children have to read about science
and social science both to gain the knowledge about present as well as past. Besides language textbooks enable learning of
communication and expression of his views and thoughts in front of others.
A student learns many
things from the textbook by the age of his childhood to become an adult. He gains all type of knowledge by books and learns
how to accommodate in the society. A
teacher is also provided to teach him in different particular subjects by
different methods. School textbooks are
like Encyclopedia for students. Every
subject of knowledge is given
A textbook is used in
school or colleges for the formal study of a subject. Textbook used by students as a standard work
for a particular branch of study. A
textbook or course book is a manual of instruction in any branch of study. Textbooks are produced according to the
demands of educational institutions.
A
text book review is a
form of literary criticism in
which a book is analyzed based on content, style, and merit. A book review can be a primary source opinion
piece, summary review or scholarly review. Teacher must see that a text book
possesses al the academic and technical characteristics. A good textbook will
always keep the teacher and the taught on the track.
References
Sharma, Dr. Parveen,
2014: Teaching of English, Shipra Publications, Delhi.
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