O livro didático é um dos recursos mais disponíveis e utilizados no ensino de inglês. Analisar de forma reflexiva os papéis desta ferramenta no processo de ensino e aprendizagem é fundamental para o sucesso do seu uso. Por este motivo, o objetivo principal desta pesquisa é compreender como o LD é usado pelos professores na prática, que adaptações são realizadas e quais os papéis desempenhados e atribuídos a este material dentro da sala de aula. Para mapear os assuntos predominantes nas pesquisas sobre livros didáticos, foi conduzida uma análise de publicações nacionais em periódicos da área de Letras/Linguística com índices Qualis A1 e A2 e internacionais no Portal de Periódicos CAPES/MEC. Constatamos que a maioria dos assuntos pesquisados sobre livros didáticos aborda a análise do material, sendo a minoria sobre o uso desta ferramenta. Analisamos também os conteúdos referentes a livros didáticos em livros de metodologia para ensino de inglês. Partimos das ideias propostas por Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) para listar as possíveis adaptações ao livro didático. Como procedimento metodológico para geração de dados, foram realizadas observações de aula e entrevistas com os professores. Nas observações, utilizamos sete turmas do Programa Idiomas sem Fronteiras-Inglês na UFRGS. Os professores observados foram entrevistados com o objetivo de conhecer sua opinião sobre o uso do livro didático para o ensino de inglês. Os dados gerados nas observações foram analisados partindo-se das possíveis adaptações ao material. Com as análises, percebemos, entre outros aspectos, que: os professores adaptam o livro didático com frequência e de forma variada; o livro didático ocupa um papel central na escolha dos conteúdos e das tarefas mesmo quando o professor adiciona material ao livro; há predominância de conteúdo gramatical; e a maior parte do tempo de aula é dedicada à utilização do material. Nas entrevistas, os professores afirmaram conferir ao livro didático a função de guia, assim como fazer uso restrito do manual do professor, fatos comprovados nas observações. Esta pesquisa visa a contribuir para ampliar o conhecimento sobre o uso do livro didático, auxiliando professores a refletirem sobre suas práticas e usarem o material de forma consciente, adaptando ao contexto e priorizando as reais necessidades dos seus alunos. / The textbook is one of the most available and used resources for teaching English. Analyzing its roles in the process of teaching and learning is essential for the contribution of the material use in the success of this process. Therefore, the main objective of this research is to understand the use of the textbook made by the teachers in practice, verifying if the material is adapted in some way and the changes made. With the intention of mapping the predominant topics in researches about textbooks, we analyzed Qualis A1 and A2 national publications in Languages/Linguistics Brazilian academic journals and international publications using the search tool of Portal de Periódicos CAPES/MEC website. We also analyzed the contents related to the use of textbooks in methodology books for teaching English. A research on possible adaptations to the textbook was carried out taking the ideas of Greenwood (1987), Graves (2003), Harmer (2001), McDonough e Shaw (1993), Nunan (1991) e Ur (1996) as a starting point. The methodological procedures for data generation were classroom observations and interviews with the teachers. For the observations, seven groups of the Languages without Boarders-English Program were selected. The same teachers who were observed were also interviewed in order to get to know their opinion about the use of textbooks to teach English. The data generated from the observations were analyzed based on the possible adaptations to the material. Through the analysis it was possible to perceive, among other aspects, that: the teachers frequently adapt the textbook and in a diverse way; the textbook has a central role in the choice of contents and types of tasks, even when the teacher complements the book bringing extra material; and most of the classroom time is dedicated to the use of the material. In the interviews, the teachers stated that they consider the textbook as a guide, and affirmed that they use the teacher’s book very little, which was confirmed in the observations. This research aims at contributing to expand empiric studies about the use of textbooks, thus helping teachers reflect on their practices and consciously use the material, adapting it to the context where it is/will be used and prioritizing their students’ interests and needs.

This Diploma Thesis examines how beginning teachers first grade of primary school work with textbook materials intended for educational area Man and his world. The thesis is divided into two main parts. On the theoretical part which discusses the typology of teachers, defines novice teacher and the problems that are faced by beginning teachers. Supporting the theory part consists of knowledge regarding textbook materials and textbooks, its functions, structure, roles, styles, use of teacher and teacher's level of dependence on the textbook. Work also maps the process of granting the approval clause. The practical part is based on the results of the survey, whose main objective is to see how beginning teachers to primary school used textbook materials in the planning and preparation of lessons, how often textbook materials used in the classroom and if they creates its own teaching materials. Keywords: novice teacher, textbook, textbook materials,

This diploma thesis deals with analysis of available textbooks of Czech as a foreign language published in Japan. Specifically, it focuses on analyzing their macrostructure and microstructure, their size of content and means of linguo-didactic presentation, means for stimulation of communicative skills and verification of understanding and using the language content correctly. Based on the findings, it derives a conclusion and predicts possible development of the textbooks in future. Key words: textbook, Czech for foreigners, Japanese, Japan, textbook analysis

In the following essay, a study on three textbooks used for educating pupils in Swedish secondary schools in the subject of English is presented. One aim of the study was to investigate how the selection of texts, both fiction and non-fiction, used for reading and listening comprehension purposes and their respective author representations in three Swedish EFL-textbooks could be considered to represent a broad perspective of the English-speaking world. The categories used to find evidence are based on Kachru’s model of Three Circles of English. Furthermore, an additional aim was to uncover evidence of invisibility- and imbalance and selectivity-biases within each textbook’s content. These biases are originally part of the Sadker et al. framework Seven Forms of Bias. The study results indicate that even though all textbooks provide some examples of the English-language from a global perspective, none manage to present a fully balanced and indiscriminate picture of such. Furthermore, the findings suggest that none of the textbooks succeed in providing learners with an evenly distributed array of texts transpiring in, and authors originating from, countries belonging to Kachru’s inner-, as -and- and expanding circle. Instead, it was found that a majority of texts transpire in, and authors originate from, countries within the inner-circle, which further seem to reinforce the perception of a standard English springing from what is by Kachru referred to as the inner, norm-providing circle. Therefore, based on the findings in this study, it is suggested that further research be carried out. In particular, a more substantial number of textbooks should be analysed in order to ensure that the content of EFL-textbooks used in the Swedish educational system agrees with the standards of the core curriculum for English 5.

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life. The findings indicate that the textbook is still relevant and can be used in some creative ways of teaching. The study also affirms that it is possible to develop your own textbook, which can add a greater connection between the teacher and the learner.

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.

This mixed-methods study evaluated quality, usage, and perceptions of open educational resources compared to traditionally published textbooks. Because textbooks and other related materials make up a significant portion of educational costs, open educational resources have been explored for potential cost savings at all levels of education. These resources use public domain or open-licensed materials as the content component of free eTextbooks or low-cost printed textbooks. This evaluation explores how teachers and students use textbook resources both in and out of the classroom and the degree to which the content and design of open textbooks compares in quality and value to traditional textbooks. Data came through evaluating the print media design and content quality of the books in a Utah pilot program, analyzing the actual textbook artifacts from students, and conducting teacher surveys and interviews. The data points to clear differences in quality and use between the two types of books. Although the open textbooks are generally a lower quality product than traditional publisher produced textbooks, they were used in unique ways. Teachers who participated in the open textbook development tended to value the book as a resource, leading us to conclude that the ability to customize open resources may be an important determinant of textbook use. However, it is also likely that textbooks have only a minor affect on academic outcomes compared to other more problematic pedagogical and educational policy issues. This evaluation points to the need for additional study on the impact these differences have on learning outcomes.

This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.

本研究旨在分析現行在台灣較為普遍使用的二種英文教科書—遠東版及龍騰版—的字彙量、字彙頻率、字根字首的出現頻率及類型，以協助教師更瞭解教科書中的字彙並進而協助學生習得他們所最需要的字彙。 本研究除了分析比對出現於教科書的所有字彙外，也就每課生字表中的生字作比較分析。在字彙量的統計方面，是先將含有文法語尾變化 (inflection) 的字併為一字及將含有副詞字尾 (-ly) 的副詞與形容詞並併為一字後，再作字數的計算。在字彙頻率的統計方面是以The General Service List (GSL) 和The University Word list (UWL) 作為參照比較的對象。字根字首的出現頻率是以含有同一字根字首的不同字彙為計算標準。 本研究的結果如下：(一)教科書的字彙量大約為5000字。(二)在GSL中的字彙，大約有88%出現在教科書中；而在UWL中的字彙，大約有47%出現在教科書中。(三)在遠東版的生字表中，有64%的字與GSL和UWL兩個字彙表有關連；而在龍騰版的生字表中，有51%的字與GSL和UWL兩個字彙表有關連。(四)以字彙量來看，有部分字根字首的學習是較為有利的。總而言之，本研究可促進教師對課本字彙的瞭解，並啟發教師作更有效能的字彙教學。 / The purpose of this study is to provide a better understanding of the vocabulary occurring in the two sets of senior high school textbooks—Far East English Reader (FE) and Lungteng English Reader (LT). It is hoped that the results will help teachers know more about the quantity, frequency, and composition of the vocabulary in the textbooks and thus facilitate their vocabulary instruction. In addition to all the vocabulary occurring in the textbooks, the vocabulary in the word-for-production lists is also analyzed in terms of quantity, frequency, and composition. The quantity of the vocabulary is computed after the lemmatization of the vocabulary; the frequency of it is explored through the comparison with the General Service List (GSL) and the University Word List (UWL); the composition of it is analyzed on the basis of affixation. The results of this study are summarized as follows: (1) There are about 5000 words in each reader. (2) There are about 88% of the GSL words and 47% of the UWL words appearing in the textbooks. The GSL words generally have a higher frequency of occurrence in the textbooks than the UWL words. (3) About 64% of the words in FE word-for-production list are related to the GSL and the UWL and about 51% of the words in LT word-for-production list are related to the GSL and the UWL. (4) In terms of quantity, some of the affixes occurring in the whole set of textbooks or in the word-for-production lists are more easily to be acquired by learners than the others. Based on the findings, this study has some pedagogical implications regarding how to teach vocabulary in terms of word family and multiple exposures to supplement the inadequacy of vocabulary in the textbooks.

In the global world, cultural issues relating to the subject of English as Foreign Language (EFL) have become important. This is especially the case when considering the EFL curriculum for Chinese Primary Education. Many writers have addressed the nature of curriculum design as knowledge and cultural reproduction, but usually in the North American and European literature. This research takes these debates and relocates them in the context of China as it enters a new market economy, embedded in its own version of ‘internationalism’. The 2001 national curriculum marked the beginning of China’s educational reform. From a reading of this literature, two main questions emerged: 1) what cultural values are transmitted through EFL textbooks for Chinese Primary Education?; 2) how do curriculum-making processes impact upon textbook production? The findings provide an important insight into knowledge and cultural reproduction in Chinese Education, especially in the subject of EFL. Two volumes of EFL textbooks, which were used in primary schools, were selected to examine the delivery of cultural values. Based on these initial findings, the researcher conducted a series of interviews and focus groups in order to trace the process of textbook production and curriculum creation. Participants included educational administrators in the Ministry of Education in China, curriculum designers, textbook editors from both Chinese and foreign publishers as well as classroom teachers. Research findings suggest that, the production of EFL textbooks should be recognised as a part of curriculum-making processes in the context of Chinese Primary Education. The ‘textbook’ can be seen as the ‘official’ interpretation of the Chinese culture. Indeed, the EFL curriculum is recognized as a vehicle for moral education by policy makers and educators. EFL textbooks include many moral messages promoting expected behaviour in contemporary China – ‘diligence, independence, respect and obedience, patriotism and collectivism’. The processes of generating this ‘production’ have spaces for less ‘official’ and more ‘hidden’ curriculum messages. Indeed, ‘lacunae’ – hidden spaces – in EFL curriculum design and textbook production have been identified. Various key players are involved in the curriculum-making process, including the State, its agencies, and intellectuals. However, instead of being a straight top-down structure led by the political elites, the strict control of the State over curriculum policy-making is finely nuanced. In fact, it was found that the practices of curriculum-making involve a complicated State-intellectuals partnership. Further, it is mainly the culture of the intellectual group which is reproduced through the EFL subject in Chinese Primary Education. Textbook editors and censors, inherently part of the intellectual elites, and key players in the curriculum designing process, rely heavily upon their own version of ‘common sense’. This thesis therefore concludes that the ‘hidden spaces’ through which curriculum design, development and delivery take place, generate a more nuanced understanding of Chinese cultural reproduction, than has previously been thought.