| 1. |
To what age level are the materials addressed? Are they consistent
in this respect with regard to layout, |
|
design, illustrations, and choice of vocabulary, as well as with regard
to activities involving learner attitudes |
|
and feelings?
|
| 2. |
What is the presumed L2 background of the learners for whom the materials
are intended; that is, what, if |
|
any, prior experience with the langauge is assumed?
|
| 3. |
Is the learner treated as an intelligent human being whose capacity
for partnership is taken seriously?
|
| 4. |
Are explanations clear and appropriate to the level of instruction
and the age of the learners? Is there an |
|
avoidance of unnecessary itietalayzgtiage (professional jargon) in
talking about language and communication?
|
| 5. |
What is the learner expected to do with the materials? Do all
exercises and activities require answers in |
|
a complete sentence and/or the use of specific structures? Or do they
give equal attention to the |
|
conveyance of meaning and the creative use of language?
|
| 6. |
What opportunity is there for learners to relate the materials to their
personal interests and experiences?
|
| 7. |
Do the materials go beyond a "four skills" approach to L2 acquisition-that
is, listening, speaking, reading |
|
, and writing-to reflect an understanding of the communicative abilities-interpretation,
expression, and |
|
negotiation, for example-underlying all language use?
|
| 8. |
Is the L2 presented as a neutral means of communication, detached from
its historical, cultural, and |
|
human values? Or is there an awareness that in acquiring a second
language one is acquiring a new |
|
perspective on interpersonal relations?
|
| 9. |
Is there a clear rationale for exercise types and their relation
to both the short-term and long-term |
|
goals of the learners?
|
| 10. |
Are the learners encouraged to use the L2 in the daily conduct of class
activities? Are they shown |
|
ways of saying, I'm sorry I don't understand, What do you mean?
Let me explain, What's the word |
|
for ____________ ? etc.
|
| 11. |
Are learners encouraged to look for language samples outside the textbook
and outside the classroom?
|
| 12. |
What classroom arrangements do the materials suggest? Is there
provision for working in pairs and small |
|
groups as well as for working with a whole class?
|
| 13. |
What provisions are made for evaluation of learner progress?
Are testing guidelines consistent with |
|
the stated and implicit objectives of the program?
|
| 14. |
Are the materials attractive? Are there photographs, drawings,
charts, colors, etc. that invite the learners |
|
to browse, ask questions, start a conversation?
|
| 15. |
What are the criteria for the selection and ordering of language samples?
Is the basic organizational |
|
framework structural, functional, or situational?
|
| 16. |
How realistic are the language samples? Is the context-sufficient
to convey meaning?
|
| 17. |
If there is more than one L2 culture, is this made clear? Similarly,
do the materials reflect an awareness |
|
of varieties within the L2?
|
| 18. |
What registers are used? Are they appropriate to the learriers'intended
use of the language? |
|
Is a distinction made between written and oral discourse?
|
| 19. |
What role is assigned to the teacher? What special skills does
this role require?
|
| 20. |
What supplementary materials are available? Are there student
workbooks? a teacher's guide? |
|
visual aids? To what extent do they enhance the major themes
or content of the textbook?
|
