A Framework for the Selection of Coursebooks

First stage content of the book in relation to its professed aims

 the effectiveness of materials in terms of the specific needs
Second stage and context of the intended learners as well as how well they
serve the teaching–learning process

Psychological
the learners’ needs, goals and pedagogical requirements
Validity

Pedagogical
the teacher’s skills, abilities, theories and beliefs
Validity

Process and
the thinking underlying the materials writer’s presentation of
Content
the content and
Validity
approach to teaching and learning respectively.
Psychological
Validity

the most significant role of materials is to involve students in decision-making

about their own learning.

Rationale/Learner Needs

Independence and Autonomy

decision-maker

variety of different types of learning activities (visual, auditory, kinesthetic)

Self-development

rational thought and problem-solving

emotions
creative and critical thinking skills
attitudes

Creativity

Cooperation
cooperative learning
Pedagogical Validity

to what extent the materials facilitate this kind of flexible use of the coursebook
and foster the teacher’s capacity for creativity and flexibility, in addition to
providing practical guidance for classroom use?
Guidance
teacher’s notes
tape scripts, answer keys, vocabulary lists, structural/functional
inventories and lesson summaries provided in the teacher’s book
teaching styles and personalities

Choice
different ways of presenting the lessons
adaptation and localization
Reflection/Exploration/Innovation
teacher creativity, imagination and exploration
Process and Content Validity
Methodology
develop both the declarative knowledge and procedural knowledge
of the learners
Content
enrich the learners’ personal knowledge and experience
and foster a positive personality
activities at different levels
Appropriacy
level and the intended audience
level of maturity
interesting, varied and topical
authorial voice

Authenticity
real world
aspects of culture

Layout/Graphics
Accessibility
clearly organized
indexes, vocabulary lists, section headings and other methods of signposting
the content
advice
instructions

Linkage

Sufficiency
stand on its own
Balance/Integration/Challenge

higher-order critical thinking

balance between receptive and productive

Stimulus/Practice/Revision
opportunities for students to use and practice the language
provide for recycling of content, of vocabulary and structures

Flexibility
flexible use of tasks/texts/activities
teachers’ preparation time
homework