Analyzing materials (coursebooks, lesson plans and activities for teaching)

The features and benefits teachers consider when choosing a coursebook
Regarding this item of the questionnaire “What features / benefits do you consider when choosing a coursebook?” a wide range of attributes was mentioned. Noticeably, the most recurrent features cited were the visual appeal of the books, appropriate contents and supply of extra activities and exercises. References to the visual presentation occurred among five different participants. Although the main characteristic of coursebooks is to present different kinds of written texts and statements, the visual components seem to be very alluring. The analysis of the data about this feature showed that T2 considers whether the coursebook has lots of pictures. T3 evaluates the lay-out and whether it is attractive visually. T6 points out the features beleza and colorido atrativo para o aluno. T7 mentions visually attractive and T8 highlights visual devices and not to be overcoloured. These answers carry the idea that paralinguistic components like headings, pictures, illustrations and diagrams are devices that may facilitate the process of absorbing information when they accompany written texts. Based on the teachers’ criteria, visual elements seem to be of great importance when evaluating a coursebook. This is in accordance with Mirzoeff (2002:25), who claims that “In today’s world meanings circulate visually, in addition to orally and textually.” According to the Oxford Advanced Learners Dictionary, the noun contents can be defined as “the different sections that are contained in a book”. From the answers collected, it was noticed that, when considering a coursebook for adoption, teachers do a general reading of the book. When they have a prepared course plan to cover, they check whether the book addresses such subjects. Therefore, teachers expect the textbook to provide the syllabus they need. The participants in this study expressed their concern in relation to the contents of a coursebook through words and expressions like: plan of the book and approach (T1), skills are clearly shown (T2) and syllabus which help students “think” (T3). T6 refers to atendimento aos conteúdos. In this case it seems that “conteúdos” stands for subjects to be covered according to the course plan. T2 takes into account the contents and the plan of the book, besides the approach which is another really important point. T3 values a syllabus which helps students “think” and which does not give closed answers. Analyzing further, T2 considers when the skills are clearly shown. This means that the teacher expects the students to clearly notice the kind of skill they are practicing: reading, listening, writing or speaking. Also, T5 gives a compliment about exercises to practice all 4 skills, along with T9, who mentions cover all skills, which might show a preference for a skills-based approach. At last, T6 mentions atendimento aos conteúdos, which seems to be a reference to the subjects that are officially required to be covered. Two teachers make reference to methodology: T7 expects a coursebook to be committed to my methodological beliefs and have relevant issues of identity and culture. Through these sentences T7 seems to be concerned about a good teaching performance through a methodology. Additionally, he considers cross-cultural issues as part of the curriculum: relevant issues of identity and culture. T9 is also concerned with methodology: a solid way of learning (methodology). T5 and T7 expect to find local cultural references to serve as background for teaching the foreign language. T5 refers to units contextualized with student’s reality and T7 mentions appropriate to students’ realities. A commonplace among teachers is that a coursebook is expected to be a helpful and useful instrument of work providing prepared materials. This consensus among teachers did not surprise me. In fact, it just confirmed the impressions I collected during the time I worked with teachers, who in general were always seeking extra exercises, ready made materials, plenty of alternative activities and fresh tests. There are several statements that support this idea. T1, for example, says that having appendix parts is important in a book. Expressing the same view, T4 values extra materials and handouts photocopiable, while T5 cites extra-curriculum activities as a feature to be considered when choosing a coursebook. Hundreds of exercises, review exercises, tests and a large resource pack for teachers, were all important benefits expected to be part of a coursebook, mentioned by T9. This demand for resourceful coursebooks is typical of teachers who do not have time to design their own material.