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Running Head: TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM

A Textbook Review for the INTO USF Custodial Outreach Program

Mariandreína Kostantinov et al. (2015)

The University of South Florida

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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
A Textbook Review for the INTO USF Custodial Outreach Program

Program and Context Overview

The Custodial Outreach Program, or COP, is an intensive workplace English program

organized by INTO USF for custodial workers at the University of South Florida. This program

helps custodial workers develop critical workplace vocabulary and English communication

skills, along with technology skills, in order to improve their daily interactions with coworkers,

supervisors, and dorm residents. These workers come from a variety of backgrounds, ages, and

educations, but are highly motivated to learn English. To date, INTO USF has provided

instructors, classrooms, a curriculum and syllabi, and class materials. Modules in previous

semesters relied on TopNotch I (2011) for class structure and language activities. However,

Custodial Department management requested more workplace-specific activities, and COP

administration replaced this textbook with teacher-made lessons and activities. These teacher-

created materials were used for only one semester, as low enrollment led to the program being

cancelled for the Spring 2015 session.

While schedule conflicts and attendance prove to be a major issue with future

implementations of the COP, another major problem stems from the difficulty in finding a

practical and relevant textbook for the course itself. Despite adapting the course structure to meet

institutional expectations, relying on solely teacher-made materials creates a strain on the

instructors who must produce them. At the same time, while it may be more time-efficient to rely

on a textbook, finding a text that fits both the participants’ needs and the course goals has proven

unsuccessful. In addition to these issues, due to the COP administration’s request that

participants be afforded a level of sensitivity throughout the needs analysis process, certain

variables, such as participant ages or their length of stay in America, could not be fully explored.
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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
The unique context and needs of this program, therefore, necessitate an open mind and a careful

examination of all perspectives during the textbook review process.

With these issues in mind, this textbook review will focus on comparing the current

teacher-made materials with a potential replacement or supplemental textbook, Compelling

American Conversations: Questions and Quotations for Intermediate Language Learners

(Aberson & Roth, 2012). This textbook’s emphasis on conversational American English and

communicative tasks are very much in line with the curriculum of the COP, and thus worthy of a

closer examination. After briefly outlining the content and structure of the two, we will compare

both sets of materials regarding how they fit with the curriculum, with participants, and with

teachers (Byrd & Schuemann, 2014). We will base these comparisons on a general textbook

review, which focuses on broad observations of the quality of the materials themselves

(Appendix B). Each member of this team has performed two textbook reviews, taking notes

throughout the process (see Appendices E through H for review scores and reviewer notes).

Lastly, after exploring the patterns and themes that emerged during this review process, we will

make our final recommendations for changes to the course materials.

Textbook Content and Organization

In this section, we will briefly outline the structure and content of the current teacher-

made materials and the contrasting textbook, Compelling American Conversations (2012). One

critical factor in all following descriptions of the teacher-made materials, however, is that we

were only able to acquire one lesson’s materials from the current COP administration. We have

thus approached these materials with the understanding of their limited scope, and with the

assumption that this content is representative of a typical class structure.

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Teacher-made materials. Within the Unit 2 lesson materials, there are three sections of

language exercises, each sequenced from simple to complex, and aimed at eliciting target forms

in a variety of ways (Appendix C). These sections have brief instructions for learners, but

provide no explanations of activities for instructors. The first section, ‘Useful Vocabulary,’

contains a word bank of twelve workplace-related words, such as “exit” or “entrance.” The

vocabulary-building exercises in this section ask learners to match critical sight words with given

definitions. Thus, in this section, learners facilitate their initial acquisition of vocabulary by

repeating the target items in multiple relevant contexts (Meara & Nation, 2010).

The second section, ‘Where is it?’ contains three exercises: a picture-to-phrase matching

activity, a fill-in-the-blank picture description activity, and an activity for rearranging sentence

clauses. The first activity pushes learners to contextualize their new lexical knowledge by

recognizing the target words within a spatial relationship (i.e. matching “The ball is under the

table” with the appropriate image). The second exercise builds on this, recycling prepositional

items from the previous exercise by eliciting descriptions of an image. The third activity presents

eight sentences to learners, incorporating the same set of words from the previous activities and

pushing learners to produce the target vocabulary without visual aids.

The final section, ‘Practice,’ consists of three main activities. The first activity, while

lacking clear instructions for teachers or learners, contains a table of sixteen prepositions for

placing the target words in different locations. Each preposition is contextualized through an

example sentence and example question, and each is relevant to daily situations that learners

experience. The next activity, ‘Read the following conversation,’ is a two-line dialogue between

two characters. Each line of the dialogue elicits information, and increases in vocabulary and

grammatical complexity. Following this activity, learners are provided with a list of ‘Useful
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phrases’ such as “go down the hall” and “turn right.” The final activity of writing an interaction

gives learners an opportunity to use the lesson’s vocabulary and phrases to give directions to

each other.

Compelling American Conversations. Each lesson in this textbook is built around a

theme, such as meeting someone for the first time, getting to know someone better, studying

English, American holidays, and sharing photographs (Roth, 2012). Chapters typically consist of

nine sections and focus on building conversational proficiency through various activities.

The first and second parts of a chapter contain a conversation and vocabulary activity.

These introduce learners to new content and ideas, and prepare learners for the third part of the

lesson, ‘Asking Questions,’ which directs learners to interact using the new vocabulary items and

well-formed questions. The fourth section of each chapter, alternatively ‘Paraphrasing Proverbs’

or ‘Idioms,’ allows learners to express ideas in their own words by eliciting explanations of

culture-specific expressions. In the fifth section, ‘The Conversation Continues,’ learners are

presented with fifteen questions to discuss in groups, with partners, or as a class.

In the next section, a writing assignment called ‘On Your Own,’ learners are directed to

write a short response to a question related to the lesson’s theme, with the format varying from a

letter or email, a picture description, or an essay about a stressful situation (Roth, 2012). A few

smaller sections with various activities serve as a review and wrap-up of the previous activities,

putting target vocabulary, grammatical structures, and cultural knowledge in context through

conversation practice and discussion.

Fit with Curriculum

Having outlined the structure and focus of both the teacher-made materials and the

potential supplemental textbook, Compelling American Conversations, we will now discuss how
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they align with the course curriculum, goals, and objectives. The main goal of the COP is to

“provide Basic English skills to the USF Custodial members who lack them” (Appendix A).

While the teacher-made materials have been tailored to meet these needs, Compelling American

Conversations also matches this goal. Indeed, this textbook would be appropriate for learners

wishing to gain higher fluency in a range of situations: socializing and discussing current trends,

performing better in a current job or applying for a new job, or working to become a US citizen

(Roth, 2012, Kindle Locations 100-103).

However, when comparing both options to the COP course objectives of developing

work-related vocabulary, improving ability to communicate during emergencies, and USF-

specific environments, the teacher-made materials are clearly superior to commercial textbooks

(Appendix A). Each exercise in the teacher-made materials is aimed at developing skills and

knowledge critical to job-related responsibilities. Vocabulary and grammar learning is

contextualized through the participants’ daily experiences, and relevant issues and perspectives

can be more easily integrated into classes. Compelling American Conversations, on the other

hand, includes a variety of themed, self-contained lessons, which can be taught in any order to

follow whatever sequence the program curriculum may take. This modularity would fit well with

any future changes to the curriculum, and allow instructors to adjust activities as needed.

Fit with Participants

While fit with the course curriculum is important, another important factor in adopting a

new textbook is how well it fits with the participants’ needs, attitudes, and proficiencies. The

current teacher-material is devoted to the specific language learning goals of custodial workers,

and relates to their vocational lives and contexts. These materials handle the language levels of

the participants with sensitivity, and do not include loaded phrases like ‘beginner’ or
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‘intermediate.’ The particular unit given to us to review, while containing some activities for

conversational fluency, focused mainly on using workplace vocabulary and grammar in context.

However, one feature that came up repeatedly in the needs analysis was the participants’

desire to improve their conversation skills. They expressed their enjoyment with holding a

conversation for their final assessment, and wanted more frequent communication practice in

class. While Compelling American Conversations is an “intermediate” level textbook, and may

not match the language abilities of some participants, it places an emphasis on spoken

communication. The exercises give learners opportunities to hold conversations with each other

and to express their opinions clearly. Discussion topics involve everyday situations that learners

encounter in the United States, and invite learners to draw comparisons between American

culture and their home culture.

This textbook also encourages learners to be self-motivated through various activities.

One activity, called “Search and Share,” involves locating and documenting information from

online sources in various ways. For example, in a lesson discussing how to handle stress,

students are given a link to an online quiz, and are asked to be prepared to discuss their quiz

results (Roth, 2012, Kindle Locations 1537-1541). While similar activities may exist within the

current teacher-created materials, explicit instructions for these activities do not seem to be

included in the lesson materials. Incorporating features from the new textbook would be a

practical way to address both the program participants’ desire for more communication practice,

and an easy way to incorporate more computer skills practice.

Fit with Instructors

Having discussed how both the teacher-made materials and potential textbook fit the

curriculum and participant needs, one final issue to explore is how they benefit instructors. There
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are several clear advantages in having instructors create their own materials and texts. Because

the current materials are homemade, there is no need to provide funding for textbooks for the

participants. At the same time, creating class activities is time-intensive, and any financial

savings may be outweighed by the time needed for materials development.

Compelling American Conversations provides two important features that would overtly

benefit instructors: the rich detail of the activities, and the clear instructions that precede each

activity. The first section, for example, begins with a conversation activity, usually in the form of

an interview, and provides learners with a variety of questions to “kick-start” conversations.

Instructors would be able to spend less time explaining the activities in each lesson, as each

section starts with a clear set of instructions. For example, Roth (2012) asks learners to:

“Select five vocabulary words in this chapter and write a question for each word.

Remember to start your question with a question word (Who, What, Where, When, Why,

How, Is, Are, Do, Did, Does, etc.). You will also want to end each question with a

question mark (?). Underline each vocabulary word.” (Kindle Locations 1724-1726)

These instructions, and similar instructions, repeat throughout every chapter, making the

structure of activities clear to both learners and instructors. However, because the current

curriculum is focused on developing work-related language skills, instructors would need to

make adjustments to these exercises and activities. While general vocabulary items would be

useful in a conversation related to holidays, instructors may want to modify this list, adding or

removing vocabulary to make it more specific to the USF context.

Final recommendation and justifications

The COP was initiated so that participants would be equipped with basic English

communicative and technological skills, and to help them build knowledge of job-specific
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vocabulary and situations (Appendix A). When the program first began using the textbook

TopNotch I, learners did not receive the job-related communication practice that stakeholders

desired in the course (Harvey & Lust, 2015). Furthermore, it did not align with the task-based

language teaching method that INTO instructors aimed to follow, since learners’ own personal

experiences were not central to the learning process (Brinton, Celce-Murcia, & Snow, 2014).

Commercial textbooks like TopNotch, in contrast to homegrown materials, are often required by

publishing companies to be applicable to a larger audience, and therefore must be broad in scope

and content (Richards, 2001). Due to this trend, it is understandable that instructors frequently

tailor commercial textbooks substantially to the individual context in which they will be used.

By independently developing new materials, the current Custodial Outreach Program

became more appropriate and fitted to an ESP structure, as it could be “directly relevant to

students’ and institutional needs and reflect local content, issues, and concerns” (Richards,

2001). Practice materials from the given sample, however, only addressed USF related content,

such as “What museum is across from USF?” and “I parked my car behind BSN” (Appendix C).

These materials, then, teach situation-specific vocabulary and components of English grammar.

However, while this content is relevant to participants’ daily realities, the given materials

are lacking a strong emphasis on communication. While this may be due to the limited nature of

the materials we were able to procure for this textbook review, this lack of explicit

communicative practice is concerning. From this lesson alone, there seems to be a discrepancy in

class content and the student learning outcomes (See Appendix A). In addition, based on the

results of our needs analysis, stakeholders prioritize spoken communication and improving

interactions between participants and other individuals (Harvey & Lust, 2015). Indeed, all five

program participants we interviewed in our needs analysis expressed wanting to communicate

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more with USF students and English speaking staff. In addition to this, all USF dorm residents

surveyed had participated in a casual conversation with a custodial worker (see Needs Analysis

for more information). Communication practice, as a central focus of the COP, and as a central

skill for daily interactions, will therefore need to be supplemented through some other resource.

Another goal of the COP program is that participants will obtain “mastery of computer

based work-related skills” (Appendix A). However, the given sample of teacher-made materials

does not address this objective in any way. While we assume that there are more computer-

related activities, there are no specific directions given for this section. In this way, it would be

difficult for another INTO USF instructor to follow this same format without any guidelines. In

addition to this, another instructor may not have the same level or background of teaching

experience as the current COP instructors, and may find it difficult to conduct class sessions

without detailed activities that are provided in a textbook.

Adapting Compelling American Conversations (2012) and its communicative activities

for the program would be a practical solution to these issues. Through theme-based modules,

participants would be able to improve their communicative skills, hold conversations with each

other, and get tips on improving their intelligibility. The conversation topics in this new textbook

would provide opportunities for personalization, as they focus on communication starters and

guide teachers in expanding the class discussion. Therefore, we recommend that job-specific

tasks and vocabulary be addressed through the current teacher-made materials, and

communicative competencies be addressed through the integration of the Compelling American

Conversations textbook. Combining both the COP materials with this new textbook will provide

participants with the skills and opportunities to meet both the program goals and their

expectations.
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References

Aberson, T., & Roth, E.H. (2012). Compelling American conversations: Questions and

quotations for intermediate language learners. [Kindle version]. Retrieved from

Amazon.com

Ascher, A., Morsberger, R., & Saslow, J. (2011). TopNotch 1: second edition. Lebanon:

Pearson-Longman.

Byrd, P., & Schuemann, C. (2014). English as a Second/Foreign Language Textbooks: How to

Choose Them – How to Use Them. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow

(Eds.), Teaching English as a second or foreign language (pp. 380–393). Boston, MA:

National Geographic Learning.

Harvey, J. & Lust, L. (2015). COP presentation to curriculum class. [Powerpoint Slides].

Retrieved from https://usflearn.instructure.com/courses/1012242/files/42333987/do

wnload?wrap=1

Meara, P. & Nation, P. (2010). Vocabulary. In N. Schmitt (Ed.), An introduction to applied

linguistics (pp. 34–52). London: Hodder Education.

Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge

University Press.
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Appendix A
Custodial Outreach Program - Module 1 Course Guide
Curriculum Overview
The main objective of the Custodial Outreach Program is to provide Basic English skills to the USF
Custodial members who lack them. The program will also focus on introducing USF Custodial
members to basic technological skills that will help them communicate and interact with colleagues
in their Department and their supervisors.

Level 1
This level will focus on basic work-related interaction and skills.

Course Objectives
1. Ability to engage in basic spoken and written interaction related to job duties and
responsibilities
2. Ability to communicate effectively during an emergency.
3. Ability to describe USF community and surroundings
4. Mastery of basic computer-based work related tasks

Student Learning Outcomes Chart

Student Learning Outcome

1. Ability to engage in basic spoken and written interaction related to job duties and
responsibilities
a. Introduce self
b. Spell name and work area
c. Communicate and understand simple tasks
d. Describe work daily activities and responsibilities

2. Ability to communicate effectively during an emergency.

a. State location and describe situations at a time of emergency

3. Ability to describe USF community and surroundings

a. Give simple directions around USF

4. Mastery of basic computer-based work related tasks

a. Access Gems
b. Enter check-in/out times
c. Understand an electronic paycheck
d. Create and edit Word documents
e. Create and email account
f. Write simple work-related emails
g. Basic Internet skills
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Module 1 - Course content

Unit 1: Introductions

1. Complete simple personal information form

2. Introduce self – giving name, job,
3. Spelling name
4. Verb “be”
5. Asking and answering simple questions about personal information
6. Listening: Understanding personal information in short dialogue
7. Reading: Extracting personal information from e.g. a cover letter

Unit 2: Directions

1. Vocabulary: inside a building; inside a town

2. Prepositions of place
3. Language of directions using the imperative (e.g. make a right, go straight ahead, etc.)
4. Listening: Understanding a route from a short dialogue
5. Reading: Understanding directions from ?????

Unit 3: Job Activities and Responsibilities

1. Vocabulary: accidents and emergency incidents and repairing; fixtures and fittings in dorms
2. Asking for help
3. Giving advice using “should”
4. Simple past (for simple narratives of accidents and emergencies)
5. Listening: Understanding location and problem from a short voicemail
6. Reading: Understanding location and incident from a short news report

Unit 4: Money

1. Vocabulary: bank accounts, loans, pay slips, bills

2. Describing income and payments (I earn…” “I spend $X on…” “… costs $X” etc.)
3. Opening and closing a bank account
4. Listening: Understanding prices from a short dialogue
5. Reading: Identifying information from a pay slip
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Appendix B
Module 1: Curriculum Overview

Unit 1: Unit 2: Saying Unit 3: Accidents Unit 4: Money

Introductions where things are and emergencies
and job
activities
Vocabulary: Personal Vocabulary: Parts of a Vocabulary: accidents Vocabulary: bank
information/form (e.g. building; Buildings in a and emergency incidents accounts, loans, pay
marital status, town within a dorm; repairing; slips, bills; from USF
birthplace, family fixtures and fittings in FCU pay check
name) Structure: Prepositions of dorms
Job-related vocabulary place; Structure:
(cleaning equipment, Language of directions Structure Giving advice Describing income
rooms in a dorm) from using the imperative (e.g. using “should” and payments (I
job description make a right, go straight Simple past (for simple earn…” “I spend $X
ahead, etc.) narratives of accidents on…” “… costs $X”
Structure: Alphabet and emergencies) etc.)
for spelling name Writing: Describing
where buildings are in a Listening: Speaking:
Module 1

Writing: Complete towns Opening/Closing a

simple personal Reading: Short bank account
information form; Speaking: Asking for and descriptions of
Write definitions of giving directions from a emergency incidents Listening:
tasks and names of map and around campus (gap fill); Understanding
equipment location and incident Reading:
Listening: Understanding from a short news report Completing text
Speaking: a route from a video about personal
Introduce self – giving extract Speaking: asking for help finances (using
name, job; in an emergency target vocabulary);
Asking and answering Reading: Directions from situation/responding to Identifying
simple questions a Google map request for help information from a
about personal pay slip
information Writing: Short
description of an Writing:
Reading: Extracting emergency incident from
personal information personal experience
from e.g. a cover letter

Listening:
Understanding job and
job application
process
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Appendix C

Sample Lesson Materials

Unit 2: Saying where things are

Useful Vocabulary

Entrance Exit Block Corner

Escalator Elevator Restrooms Supply room

Basement Ground floor Stairs Lobby

Definitions: Match the vocabulary words with the correct definition.

_____ Basement _____ Ground Floor _____ Supply Room _____Elevator

a. A machine used to move people up and down levels

b. A room with a toilet
_____Entrance _____ Escalator
c. A set of steps used to go from one floor to another
d. A small room used to store things
e. A wide passage or hall just inside the entrance of a
building
f. Moving stairs
g. The distance between two city streets
h. The door where you enter a building
_____ Exit _____ Block
i. The door where you leave a building
j. The floor of a building that is at ground level (first
floor)
k. The floor of a building that is under ground
l. The point where two roads meet
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_____ Lobby _____ Restroom _____ Stairs _____ Corner

Where is it?
1. Connect each picture with the correct sentence.

a) The ball is under the table.

1.

b) The ball is in the box.

2.

c) The ball is on the table.

3.

d) The ball is behind the box.

4.

e) The ball is next to the table.

5.
B: Complete the sentences with a preposition

1. A ball is ………. the box.

2. There are flowers ………. the TV.
3. There is a picture……….. the wall.
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4. There are flowers……….. the table.

5. The sofa is ………. the ball.
6. The table is ………… the window.
7. The TV is ……….. the lamp.

3. Put the sentences in order.

1. The box /the table/ is on

2. The two students/ the door/ are behind

3. There are / under the table/ two boxes

4. There is/ under the bed/ a mouse

5. Your bag/the kitchen/ is in

6. The computer is / the window / in front of

7. There are six plates/the kitchen table/ on

8. Under the bed/ Her books/ are

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Practice: Prepositions used for different places around a building or town.

Near – At –

USF is near I75 Stand at the back of the classroom. Where is

the teacher standing?
Do you live near USF?

On – Behind –

Sit on your chair. I parked my car behind BSN.

What can you see on your desk? Who is sitting behind you?

In – In front of –

Put your pencil in your bag. Meet me in front of Pollo Tropical.

Who was in the elevator with you today? Is there anyone in-front-of you?

Under – Through –

Put your bag under your chair. Go through the door to go out of the
classroom.
Do you drive or walk under a bridge to get to
work? How many doors have you walked through
today?

Above – Past –

Put your hands above your head. Go You drive past Nebraska to go to I275.

How many floors are above you now? How many churches do you drive past every
day?

Around – To –

Walk around the desks. I go to Publix every day.

When was the last time you walked around How often do you go to the gym?
campus?
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Across – Down –

Walk across the room to the right side. Walk down the hall to go to the restroom.

What museum is across from USF? Do you have to walk down stairs to get to
your car?

Between – Up –

USF is between I75 and I275. Walk up the stairs to get to the second floor.

How many people are between you and the Did you walk up stairs to get to class?
wall?

Read the following conversation:

Sue: Excuse me, could you tell me where the restroom is?
Steve: Sure, go down the hall, turn left, and the restroom is across from room 183.
Sue: Is that near the stairs?
Steve: No, it is between the supply closet and the elevator on the right.

Useful phrases
go down the hall go up the stairs go straight on
turn left turn right

Writing:

Give directions to the restroom from your break room in the building where you work.

A: ____________________________________________________________________________

B: ____________________________________________________________________________

A: ____________________________________________________________________________

B: ____________________________________________________________________________

A: ____________________________________________________________________________
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B: ____________________________________________________________________________
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Appendix D
Textbook Fitness Review (adapted from Byrd & Schuemann, 2014)

Reviewer Name:
Course Name:
Text Name:
Author(s):
Publisher/Year of Publication:
Level and Skills Focus:
Note: For survey ranking of textbook fit, consider “0” poor fit/mismatch, “1” minimal fit, 0 1 2 3
“2” potential fit, “3” very good fit.
Textbook Fitness Categories
a) CURRICULUM: The textbook content is appropriate with respect to...
1. overall program curriculum/goals ☐ ☐ ☐ ☐

2. language learning material for level/course ☐ ☐ ☐ ☐

3. thematic/topical content & course objectives ☐ ☐ ☐ ☐

4. pedagogical/SLA philosophy ☐ ☐ ☐ ☐

5. length & unit size versus program time frame ☐ ☐ ☐ ☐

CURRICULUM TOTAL ______ / 5 items: _______

b) STUDENTS: The textbook is appropriate and will foster student learning at this level with respect to...
1. logically sequenced unit-by-unit presentation ☐ ☐ ☐ ☐

2. design & visual elements ☐ ☐ ☐ ☐

3. cultural & age-group sensitivities ☐ ☐ ☐ ☐

4. explanations & instructions ☐ ☐ ☐ ☐

5. activities/exercises/tasks for in-class and homework (varied and copious) ☐ ☐ ☐ ☐

6. examples in explanations & sample items in exercises ☐ ☐ ☐ ☐

7. periodic tests/learning checks ☐ ☐ ☐ ☐

8. multi-media support ☐ ☐ ☐ ☐

9. thematic/topical content & student interests ☐ ☐ ☐ ☐

10. cost ☐ ☐ ☐ ☐

STUDENTS TOTAL ______ / 10 items: _______

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c) TEACHERS: The textbook is appropriate for the teachers of this program with respect to ...
1. teaching styles and preferences ☐ ☐ ☐ ☐

2. teaching experience levels ☐ ☐ ☐ ☐

3. level for English (for NNS teachers) ☐ ☐ ☐ ☐

4. designing a syllabus ☐ ☐ ☐ ☐

5. teaching from provided explanations ☐ ☐ ☐ ☐

6. ease of using & expanding examples & activities ☐ ☐ ☐ ☐

7. accessing & using ancillaries including guides with advice, tests, and answer keys, ☐ ☐ ☐ ☐
and/or multi-media supplements
TEACHERS TOTAL ______ / 7 items: _______

TOTAL FOR ALL THREE CATEGORIES ______ / 22 items: _______

NOTES FOR FINAL SUMMARY/DECISION:

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Appendix E
Review Results for COP Materials
Reviewer Name: Page Flint, Katherine Keegan, Mariandreína Kostantinov, Kenneth Minton
Course Name: Custodial Outreach Program
Text Name: N/A, all materials created by Lust for COP
Author(s): Leslie Lust
Publisher/Year of Publication: N/A
Level and Skills Focus: Multi-level, focus in listening, writing, reading and speaking
Note: For survey ranking of textbook fit, consider AVG
“0” poor fit/mismatch, “1” minimal fit, “2” A0 A1 A2 A3 P0 P1 P2 P3 M0 M1 M2 M3 K0 K1 K2 K3
SCORE
potential fit, “3” very good fit.
Textbook Fitness Categories
a) CURRICULUM: The textbook content is
appropriate with respect to...
1. overall program curriculum/goals 2.75 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

2. language learning material for level/course 2.00 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐

3. thematic/topical content & course objectives 2.25 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐

4. pedagogical/SLA philosophy 2.25 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

5. length & unit size versus program time 2.75 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒

frame
CURRICULUM TOTAL 12.00 / 5 items 2.40
b) STUDENTS: The textbook is appropriate and
will foster student learning at this level with
respect to...
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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
1. logically sequenced unit-by-unit 3.00 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒
presentation
2. design & visual elements 2.00 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐

3. cultural & age-group sensitivities 3.00 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒

4. explanations & instructions 2.00 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐

5. activities/exercises/tasks for in-class and 2.50 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

homework (varied and copious)
6. examples in explanations & sample items in 1.75 ☐ ☐ ☐ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐
exercises
7. periodic tests/learning checks 1.25 ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐ ☐

8. multi-media support 0.00 ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐

9. thematic/topical content & student interests 1.50 ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐

10. cost 1.50 ☐ ☐ ☐ ☒ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☒

STUDENTS TOTAL 18.50 / 10 items 1.85

c) TEACHERS: The textbook is appropriate for the
teachers of this program with respect to...
1. teaching styles and preferences 2.50 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

2. teaching experience levels 2.50 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐

3. level for English (for NNS teachers) 2.00 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐

4. designing a syllabus 2.75 ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
5. teaching from provided explanations 1.75 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☒ ☐ ☐ ☐

6. ease of using & expanding examples & 2.00 ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

activities
7. accessing & using ancillaries including guides 0.50 ☐ ☐ ☒ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐
with advice, tests, and answer keys, and/or
multi-media supplements
TEACHERS TOTAL 14.00 / 7 items 2.00

TOTAL FOR ALL CATEGORIES 44.50 / 22 items 2.02

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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
Appendix F
Reviewer Notes for COP Materials

(A) NOTES FOR FINAL SUMMARY/DECISION:

The teacher’s own material is a vocabulary-based. It contains relevant words demanded

by the learner needs. The language employed is useful and practical for real life situation. The
instructions in all sections are simple and easy to understand. Regarding the content information,
some parts are more relevant than others; there is room for different theme settings more
appealing to the students, thus stimulate vocabulary. The visual presentations supplement the
exercises and the task provided varies between them. The overall formatting is organized and the
unit is connected throughout and appropriate for the intended audience.

(P) NOTES FOR FINAL SUMMARY/DECISION:

The benefits of these materials are: they are tailored to fit the context and
institutional/participant needs; it acknowledges the participants’ background and proficiencies; it
is designed based on the syllabus and overall course objectives; it follows a logical structure to
build participants’ knowledge of vocabulary and grammar structures; it seems easy to expand
upon within the classroom.

The main problems with these materials are: they are only available for the current
module, and would need to be developed further for future sessions; the content seems focused
on developing vocabulary and grammar specific to workplace-related issues, and not anything
outside of it; activities and exercises do not provide example questions/answers; it doesn’t match
with the participant wants (to improve conversational skills); it doesn’t provide many means of
assessment; it doesn’t provide access to multiple multi-media resources.

(M) NOTES FOR FINAL SUMMARY/DECISION:

GOOD: (1) The vocabulary and activities are definitely job-related. (2) The activities
include word order practice.

BAD: (1) The lessons seem awfully short. Is each lesson equal to one class session? The
students we interviewed seemed like they could handle more information at a time. (2) The class
is conversation-focused, but the materials seem more writing-related. I have to assume that the
written materials lead into speaking exercises that are not outlined in the lessons.

MIXED: (1) The lessons match the course goals exactly, but they were written by the
same people, so it could be that the goals are too limited.

(K) NOTES FOR FINAL SUMMARY/DECISION:

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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
-Not much direction; would need to be an experienced, confident teacher and be able to
provide answers/explanations since they are not provided. -In regards to solely the material
given, there are no assessments and no use of multi-media. -Since it is for COP, the cost of
simple printing the paper and the personalization of the materials are a great benefit. -Goals of
curriculum focus heavily on communication, these materials provide very little of that. -Activites
from the sample are better for beginning level participants.
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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
Appendix G
Review Results for Compelling American Conversations
Reviewer Name: Page Flint, Katherine Keegan, Mariandreína Kostantinov, Kenneth Minton
Course Name: Custodial Outreach Program
Text Name: Compelling American Conversations: Questions and Quotations for Intermediate American English Language Learners
Author(s): Eric Roth, Toni Aberson, Hal Bogotch, Laurie Selik
Publisher/Year of Publication: Chimayo Press; First edition (June 12, 2012)
Level and Skills Focus: Intermediate ESL students; conversational fluency (questions, answers, vocabulary, etc.)

Note: For survey ranking of textbook fit, consider AVG

“0” poor fit/mismatch, “1” minimal fit, “2” A0 A1 A2 A3 P0 P1 P2 P3 M0 M1 M2 M3 K0 K1 K2 K3
SCORE
potential fit, “3” very good fit.
Textbook Fitness Categories
a) CURRICULUM: The textbook content is
appropriate with respect to...
1. overall program curriculum/goals 2.00 ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

2. language learning material for level/course 2.25 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

3. thematic/topical content & course objectives 1.75 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐

4. pedagogical/SLA philosophy 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒

5. length & unit size versus program time frame 2.25 ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒

CURRICULUM TOTAL 10.75 / 5 items 2.15

b) STUDENTS: The textbook is appropriate and
will foster student learning at this level with
respect to…
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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
1. logically sequenced unit-by-unit presentation 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒

2. design & visual elements 1.25 ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐

3. cultural & age-group sensitivities 2.00 ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

4. explanations & instructions 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

5. activities/exercises/tasks for in-class and 2.50 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

homework (varied and copious)
6. examples in explanations & sample items in 2.00 ☐ ☐ ☐ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐
exercises
7. periodic tests/learning checks 0.00 ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐

8. multi-media support 1.25 ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐

9. thematic/topical content & student interests 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

10. cost 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

STUDENTS TOTAL 19.00 / 10 items 1.90

c) TEACHERS: The textbook is appropriate for the
teachers of this program with respect to ...
1. teaching styles and preferences 2.25 ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

2. teaching experience levels 2.25 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

3. level for English (for NNS teachers) 1.50 ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐

4. designing a syllabus 2.00 ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐

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TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM
5. teaching from provided explanations 2.00 ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

6. ease of using & expanding examples & 2.50 ☐ ☐ ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐

activities
7. accessing & using ancillaries including guides 0.25 ☒ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☒ ☐ ☐ ☐ ☒ ☐ ☐ ☐
with advice, tests, and answer keys, and/or
multi-media supplements
TEACHERS TOTAL 12.75 / 7 items 1.82

TOTAL FOR ALL CATEGORIES 42.50 / 22 items 1.93

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Running head: TEXTBOOK REVIEW FOR THE CUSTODIAL OUTREACH PROGRAM

Appendix H
Reviewer Notes for Compelling American Conversations

(A) NOTES FOR FINAL SUMMARY/DECISION:

It is fundamental oral-based task book, thus stimulates fluency and vocabulary. I believe
it is a challenge book for intermediate NNS. Although, there were not form testing/evaluating the
learner. Because it focuses on vocabulary and fluency, does not foster the four languages skills.
Although, it gives brief explanations with a picture in connected with the context. It teaches
some practical and situational language.

(P) NOTES FOR FINAL SUMMARY/DECISION:

The benefits of this textbook are: the focus of the textbook meets participants’ desires to
improve conversation skills; it’s well organized and gives clear instructions for activities; it costs
very little compared to other textbooks; it fits with the instructors’ experience levels; and it
seems primed towards expanding upon or adapting to meet the COP’s workplace-based focus.

The main problems of this textbook are: it doesn’t match the COP’s overall
curriculum/course goals perfectly and would need to be adapted; its level may be too difficult for
some participants; it is too expansive for the current structure/length of the program; it doesn’t
provide sample answers to activities/exercises; it doesn’t provide any means of assessment; it
doesn’t include any multimedia resources beyond the text itself.

(M) NOTES FOR FINAL SUMMARY/DECISION:

GOOD POINTS: (1) Interesting/engaging activities, e.g. find an article about where
you’re from and discuss it. (2) Describes cultural factors in holding a conversation in American
English, e.g. eye contact, and verbally indicating interest (Really? And then what? Interesting...).
(3) Pronunciation tips: speak slowly, make sure to practice the final sounds of words, ask people
to repeat things (native speakers do this too), etc.

BAD POINTS: (1) Teachers will need to modify topics and vocabulary to make it more
relevant to the curriculum goals: job activities, directions (how to get somewhere). (2) Too much
space used for proverbs, and even non-English proverbs and obscure quotes.

(K) NOTES FOR FINAL SUMMARY/DECISION:

Could not find any assessment for participants. More personalized work vocabulary
would need to be incorporated into the conversations. No specific grammar focus, strictly on
communication. References internet resources but no online component. NNS instructirs would
need to be advanced. Teaching experience = must facilitate canvas.
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