The Criticism of the EFL textbook Taught at Iraqi Public secondary school
DOI:
https://doi.org/10.31973/aj.v1i126.7Keywords:
Criticism, EFL, textbookAbstract
Curriculum criticism is a systematic way to develop and account for programmatic action that involves procedures that are useful, practicable, ethical and accurate for the anticipated users of criticism process and findings (Patton, 1997 cited in Watanabe 2006). This article critiques an EFL textbook which has been prescribed for use in Iraqi secondary schools. First, a general definition of curriculum will be given. Following, an analysis of the target text book will show how the target learners, teachers and their community (culture) are represented in. The article then gives some suggestions as to how to alleviate some of shortcomings encountered in this textbook.
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Barnett, J 2009, Online study guide, University of South Australia, viewed 6 September 2009, https://my.unisa.edu.au/unisanet/learn/UniSAnet-1/?PATH=/Resources/100951/Curriculum+online+resources/&default=Welcome.htm
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Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
Ministry of Education (2000). Curriculum Goals for English Language Instruction in Iraqis secondary schools (in Arabic). Baghdad: Ministry of Education.
Richards, J. C. (2001). Planning goals and learning outcomes. Curriculum Development in Language Teaching. Cambridge University Press pp. 112-144.
Sheldon, L. (1998). Evaluating ELT textboos and materials. ELT Journal, 42 (4), 237-246.
Tudor, I. (2001). A changing prespective on language teaching. The dynamic of the language classroom. Cambridge: Cambridge Unversity Press, pp. 5-12.
Watanabe, Y. (2006). A need analysis for a Japanese high school EFL general education curriculum, University of Hawai’i at Manoa.
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