ELT News Think Tank

This Month's Think Tank Panel

Marc Helgesen

Peter Viney

Setsuko Toyama

Panelists: Marc | Setsuko | Peter
Date: October 2000

Topic: "How do I decide on a textbook for a new class?"

Marc Helgesen

I'm tempted to start with sound advice like, "look for books with two-word titles, one of which starts with a vowel" – but I worry that some people would miss the joke.

So instead, I'll start with how NOT to decide on books. Don't go to a bookstore, thumb through what's there and decide on one. You just don't have time to really look at the book deeply. Instant decisions are almost always superficial. You and your students are going to be living with your decision for a while. Take your time.

Going to a bookstore, however, is a good idea. Look through some books. Read the back cover. That will usually tell you what the publisher believes are the most important points (Keep in mind that it might be advertising hype. It's "critical thinking skills "time.). Make a list of the books that look promising. Then go home and send emails to the publishers requesting examination copies. Tell them the levels you need to see, where you teach and how many students you have. Most are happy to send out a free examination copy of one or two books that you are considering adopting. You can find their email addresses by going to www.jalt.org and clicking on "Email savvy associate members.

Actually, this time of year you might want to go to a bookfair like TEL (Tokyo English Language Bookfair, Oct. 28-29) or JALT (Nov. 3-5). In addition to having tons of books, you have a chance to see presentations and talk to sales reps., authors and editors. You'll probably learn things you wouldn't notice otherwise.

Once you've decided on a few titles to choose from, give them a good, slow, reflective look. There are so many really beautiful books - and good design is essential. But don't pick something just because it is pretty or has the latest bells and whistles (CD in the back, website, etc.) Those are all useful but it ultimately comes down to how the book organizes activities, language and communication, usually between students. Take the time to make sure it does so well.

I start by reading a book's introduction. Good books usually have a belief system and I want to know it jives with my own understanding and beliefs about language learning and teaching. I also need to know the practical aspects of the book: How many hours it takes, what support materials are available, etc.

Then I look to see how the units are structured and at how the book supports students. When I think of support, I think of three aspects: language, task and affective support.

Language support: Where are the students going to get the vocabulary and structures to say what they want to say. Are there clear examples? Are there ways for students to move beyond what's on the page to include their own ideas and experience?

Task support: A task is only a task if you can tell when you've finished. That's why " talk about x" or "discuss y" usually don't go very far. Do the activities have clear goals? Do they move beyond simple language exchange (information gaps) to include opinion and experience gaps. Also look at the tasks and think about your students. Do the activities move at the right speed? Some books have activities that go on forever. Just as bad, there are those that jump from activity to activity without giving the learner enough time to get comfortable with the language point and make it their own.

Affective Support: The activities themselves need to be worth doing. I ask myself, if I was using this as a student, would I learn things and would I be engaged with the material.

Of course, you also need to make sure it really is appropriate for Japan. That's not always easy since publishers from anywhere can give Japanese names to a few characters and pretend the book fits (I recall a book a few years ago that had a gentleman named "Ito Tanaka." Curious how someone got two family names and no personal one.). How do you know if it works in Japan? Asking other teachers is one way. Look at the acknowledgements page. Japanese names and institutions might be a clue (but not always). Looking closely at the support ideas above is my best advice. See if the book seems to make use of what Japanese students have already learned. Books that pull information from the learners rather than presenting everything as if it was new are a good bet, at least for high school and above.

Even if you love a textbook, you probably won't want to use it all the time. Most teachers and students like closing their books and doing extra games and other activities. You probably want them to follow the syllabus of your coursebook. Look at the Teacher's Manual. Does it provide photocopiables and other expansion activities? Most publishers don't give away examination copies of Teacher's Manuals (at least until you've adopted the book) but they will send you a copy of a unit or two. Is there a web site? What does it provide? Are there activities and other resources for teachers? Are there student activities, key pals and links (look carefully -- some provide student links that are way above the comprehension level of the learners).

If you have time, make your decision and then put the book away. Come back to it a week or two later and have a good, hard look at the book again. Choose well. You're going to have to live with your decision for a while.

Panelists: Marc | Setsuko | Peter

Marc Helgesen, Miyagi Gakuin Women's College

Co-author of English Firsthand and Active Listening

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