Document Type : Research Paper
Authors
1 Department of TEFL and English Literature, Payame Noor University, Tehran, Iran
2 Department of Foreign Languages, Kharazmi University
Abstract
Global EFL coursebooks are used in numerous educational contexts throughout the world based on the assumption that they are the optimal source of English educational input. Their widespread use calls for a systematic analysis of these coursebooks using a framework that can reveal their defining characteristics. One such framework is the knowledge process framework, which is based on the multiliteracies pedagogy. The present study deployed this framework in an attempt to analyze seven widely taught coursebooks in the Iranian context. The findings revealed that knowledge processes of "analyzing functionally" and "applying appropriately" were more frequent in the analyzed coursebooks and the other knowledge processes were present in lower numbers. Based on the findings of the study, EFL teachers in the Iranian context are encouraged to include more activities with the knowledge processes of "analyzing critically" and "applying creatively" to address the absence of these knowledge processes while teaching the global coursebooks.
Keywords
Main Subjects
Amin, A. (2004). Learning objectives in university Persian & English general language courses in terms of Bloom's taxonomy. Unpublished master's thesis, Shiraz University, Iran.
Amini, M., & Birjandi, P. (2012). Gender bias in the Iranian high school EFL textbooks. English Language Teaching, 5, 134–147.
Ansary, H., & Babaii, E. (2003). Subliminal sexism in current ESL/EFL textbooks. Asian EFL Journal. 5, 184–192.
Aronowitz, S., & Giroux, H. (1991). Postmodern education: Politics, culture and social criticism. Minneapolis, MN: University of Minnesota Press.
Bhooth, A. M., Azman, H., & Ismail, K. (2015). Investigating the reading practices of EFL Yemeni students using the learning by design framework. TESOL Journal, 6, 418–446.
Bigelow, M. (2010). Learning to plan for a focus on form in CBI: The role of teacher knowledge and teaching context. In J. F. Davis (Ed.), World language teacher education: Transitions and challenges in the twenty-first century (pp. 35–56). New York, NY: Information Age Publishing.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay.
Cazden, C. B. (2006). Connected learning: "Weaving" in classroom lessons. Paper presented at "Pedagogy in Practice 2006" Conference, University of Newcastle.
Celce-Murcia, M. (2014). Teaching English in the Context of World Englishes. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a Second or Foreign Language (4th ed., pp. 63–70). Boston, MA: National Geographic Learning.
Clark, C., & Peterson, P. (1986). Teachers' thought processes. In N. M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 255–296). New York, NY: Macmillan.
Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164–195.
Cope, B. & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope, & M. Kalantzis (Eds), A Pedagogy of Multiliteracies: Learning By Design (pp. 1–36). London: Palgrave.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
Ebadi, S., & Seidi, N. (2015). The investigation of manifestation of sexism in EFL/ESL textbook: A case study. English for Specific Purposes World, 16, 212–235.
Fterniati, A. (2010). Literacy pedagogy and multiliteracies in Greek elementary school language arts. The International Journal of Learning, 17(3), 319–350.
Garton, S., & Graves, K. (2014). Identifying a research agenda for language teaching materials. The Modern Language Journal, 98(2), 654–657.
Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. The Journal of Reflections on English Language Teaching, 8, 131–139.
Gordani, Y. (2008). A content analysis of guidance school English textbooks with regard to Bloom's levels of learning. Unpublished master's thesis, Shiraz University, Iran.
Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. Modern Language Journal, 97, 779–796.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (2nd ed.). London: Arnold.
Hancock, P., & McDonald, A. (2010). English result: Intermediate. Oxford: Oxford University Press.
Harwood, N. (2010). English language teaching materials: Theory and practice. Cambridge: Cambridge University Press.
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9, 130–150.
Kalantzis, M., & Cope, B. (2000). Changing the role of schools. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 121–148). London: Routledge.
Kalantzis, M., & Cope, B. (2005). Learning by design. Melbourne: Victorian Schools Innovation Commission.
Kalantzis, M., & Cope, B. (2012). Literacies. Melbourne: Cambridge University Press.
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Melbourne: Cambridge University Press.
Kato, S. (2014). Using analytic hierarchy process in textbook evaluation. TESOL Journal 5, 678–697.
Kern, R. (2008). Making connections through texts in language teaching. Language Teaching, 41, 367–387.
Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for an epistemic break. In L. Aslagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9–27). New York, NY: Routledge.
Latham-Koenig, C., & Oxenden, C. (2013). American English File 3: Second edition. Oxford: Oxford University Press.
Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 179–211). Cambridge: Cambridge University Press.
Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
Martin, P. (1990). The pattern of language communication in Brunei Darussalam and its pedagogical implications. In V. Bickley (ed.), Language use, language teaching and the curriculum (pp. 175–85). Hong Kong: Education Department.
Masuhara, H., Hann, N., Yi, Y., & Tomlinson, B. (2008). Adult EFL courses. ELT Journal, 62, 294–312.
McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone 4: Second edition. Cambridge, UK: Cambridge University Press.
McKay, S. L., & Brown, J. D. (2016). Teaching and assessing EIL in local contexts around the world. New York, NY: Routledge.
Menke, M. R. (2018). Literacy-based curricula in university foreign language instruction: Perceptions from Non-tenure-track faculty. L2 Journal, 10, 111–133.
Menke, M. R., & Paesani, K. (2018). Analyzing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture and Curriculum, DOI: 10.1080/07908318.2018.1461898.
Michelson, K., & Dupuy, B. (2014). Multi-storied lives: Global simulation as an approach to developing multiliteracies in an intermediate French course. L2 Journal, 6(1), 21–49.
Morgan, L. (2010). Teacher professional transformation using Learning by Design: A case study. E-Learning and Digital Media, 7(3), 280–292.
Mosallanejad, N. (2008). Evaluation of high school English textbooks on the basis of Bloom's taxonomy. Unpublished master's thesis, Shiraz University, Iran.
Mukundan, J., & Ahour, T. (2010). A review of textbook evaluation checklists across four decades. In: B. Tomlinson, & H. Masuhara (Eds.), Research for materials development in language learning (pp. 336–352). London: Continuum.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-38). South Yarra: Macmillan.
Paesani, K. (2016). Investigating connections among reading, writing, and language development: A multiliteracies perspective. Reading in a Foreign Language, 28, 266–289.
Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Upper Saddle River, NJ: Pearson.
Pandya, J. Z., & Avila, J. (2014). Moving critical literacies forward: A new look at praxis across contexts. New York, NY: Routledge.
Razmjoo, S. A., & Kazempourfard, E. (2012). On the Representation of Bloom's Revised Taxonomy in Interchange Coursebooks. The Journal of Teaching Language Skills, 4(1), 171–204.
Richards, J. C. (2012). Interchange 3: Fourth edition. New York: Cambridge University Press
Richards, J. C., & Bohlke, D. (2011). Four corners 4. New York: Cambridge University Press.
Rowland, L., Canning, N., Faulhaber, D., Lingle, W., & Redgrave, A. (2014). A multiliteracies approach to materials analysis. Language, Culture and Curriculum, 27, 136–150.
Sahragard, R., Rahimi, A., & Zaremoayeddi, I. (2009). An In-depth Evaluation of Interchange Series (3rd Edition). Porta Linguarum, 12, 37–54.
Saslow, J. M., & Ascher, A. (2012). Top notch 3: Second edition. New York: Pearson Longman.
Silverman, D. (2011). Interpreting qualitative data (4th ed.). London: Sage.
Soars, L., & Soars, J. (2012). New Headway plus: Intermediate. Oxford: Oxford University Press.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45, 143–179.
Tomlinson, B., & Masuhara, H. (2018). The complete guide to the Theory and practice of materials development for language learning. Hoboken, NJ: WILEY Blackwell.
Vargo, M. (2013). Speak now 4. Oxford: Oxford University Press.
Vygotsky, L. (1962). Thought and language. Cambridge MA: MIT Press.
Yelland, N., Cope, B., & Kalantzis, M. (2008). Learning by design: Creating pedagogical frameworks for knowledge building in the twenty-first century. Asia-Pacific Journal of Teacher Education, 36, 197–213.
', './data/jtls/coversheet/cover_en.jpg'))