As for prescriptive and descriptive grammar, I think that most grammar in coursebooks is more of the descriptive kind – or at least is trying to be. ❋ Unknown (2010)
Your very nice idea for “this is where I live” is one I have seen (and used) in coursebooks, I just did not have the space to put the whole blank page. ❋ Unknown (2010)
The high number of good-looking, rich and famous people in coursebooks has also been criticized recently. ❋ Unknown (2010)
It seems to me that your main criticism of coursebooks is – not that they are structured around a syllabus of grammar ‘mcnuggets’ but that their texts are anodyne and easily forgettable. ❋ Unknown (2010)
The point you make about using literary texts as a way of introducing more challenging and engaging content into coursebooks is an interesting one – it is exactly the timidity of publishers to exploit the literary canon in American textbooks that so enrages Diane Ravitch. ❋ Unknown (2010)
It seems to me you’re saying the best way forward when working with coursebooks is to make sure the students are directly involved in how they are used. ❋ Unknown (2010)
I found Glennie’s recent comment about revision in coursebooks an interesting one. ❋ Unknown (2010)
As for your second point – the way that phrasal verbs are dealt with in coursebooks: they’re a good example of the ‘fuzziness’ of the boundary between lexis and grammar, since they straddle both semantics (word meaning) and sytnax (word order) – they’re an example both of ‘big words’ or ‘small grammar’. ❋ Unknown (2010)
I wanted to add a further comment here about the importance of innovations reflecting ELT realities in coursebooks here, and use Lindsay’s own series Global as a very effective example. ❋ Unknown (2010)
These in turn will determine the nature of public examinations and the way materials, such as coursebooks, are specified and prescribed. ❋ Unknown (2010)
The main tenor of the discussion has been more about how can coursebooks be customised so that they better match the needs, interests, learning styles, contexts, etc of the learners. ❋ Unknown (2010)
Let me play with your statement for a second, and ask “Do you think people who criticize coursebooks strongly and consistently are doing so because they do not have the skills to create solid, responsible, integrated, lesson plans?” ❋ Unknown (2010)
Does a dependence on coursebooks cause teaching skills to atrophy? ❋ Unknown (2010)
Oh the list could go on …. but this extensive thread has inspired me to summarise the drawbacks of coursebooks and capture some of your suggestions so that more stakeholders can listen in. ❋ Unknown (2010)
Teachers could still ignore these blank pages if they wanted to and let the coursebook do all their planning, thinking, and teaching for them, but I do think deliberate and regular blank pages in units would have an amazing effect on how coursebooks are perceived and actually used with learners. ❋ Unknown (2010)
Can I second that and say a very nicely balanced look at the pros and cons of coursebooks, Lindsay. ❋ Unknown (2010)
I also agree that using coursebooks well is a skill. ❋ Unknown (2010)
But seriously, it does seem to me that the field is in fact littered with creative new approaches to coursebooks which no one knows about, because they never catch on. ❋ Unknown (2010)
