This paper deals with the analysis of Cornelsen's English G 21 - A1 textbook for secondary schools, published in 2007 for students in year 5, from an English as a lingua franca-aware perspective. First, the theoretical framework will be presented, where important definitions such as English as a lingua franca will be explained. Afterward, the applied chapter will be presented with its learning goals and strategies and a short reference concerning the curriculum will be made.
In the analysis, the first chapter of the textbook will be examined and evaluated by applying Syrbe and Roses' research questions as well as the criteria from Galloway and a few other interesting aspects to look at. Finally, a conclusion will be drawn regarding the teaching material and the own future teaching.
In this paper, a textbook will be analyzed from an English as a lingua franca-aware perspective. A lingua franca describes a "contact language, that is, a vehicular language between speakers that do not share a first language", so for example a German and a French agreeing on talking English because the German does not speak French and the other way around. Here it is important to say that this does not only include face to face communication but all types of communication including via the internet and everywhere in the world.
Table of Contents
1. Introduction
1.1 Theoretical Framework
1.2 Description of the chapter
2. Analyzing teaching material from an ELF-aware perspective
2.1 Analysis
2.2 Evaluation
2.3 Impact on teaching
3. Conclusion
3.1 Conclusion of the material analysis
3.2 Conclusion regarding own teaching
4. References
Objectives and Research Focus
This academic paper aims to conduct a critical analysis of the "English G 21 - A1" textbook (Cornelsen, 2007) through the lens of English as a Lingua Franca (ELF). The primary goal is to evaluate if and how the teaching material addresses contemporary requirements for multilingualism and global language use in the EFL classroom, and to derive implications for modern, teacher-driven curriculum adaptations.
- Analysis of textbook material based on ELF-aware pedagogy and research criteria.
- Evaluation of cultural representation and standard language norms.
- Assessment of authentic input versus scripted dialogue in language learning.
- Development of pedagogical strategies to overcome textbook-imposed stereotypes.
- Proposed practical adaptations for fostering multilingual competence in students.
Excerpt from the Book
2.1 Analysis
Throughout the whole textbook, British citizens and especially the inhabitants of Bristol are positioned as the owners of English. When opening the book, the first thing to see is a map of the British isles, whereas a map of Europe is the very last page of the book. A reference to where English is spoken is not made. The mascot of the textbook is a parrot that is called Polly. He also claims to be from England even though his mum and dad are from Australia. Here it could be easy to make a hint to Australia being also an English speaking country, but there is none. Five kids are accompanied and that guides the pupils through this book. All of them are inhabitants of Bristol. Four of them are white, the fifth kid is called Ananda Kapoor and is a second-generation immigrant from India. Since in that book the lives of the five kids are portrayed, the pupils get to know about Ananda Kapoor's family and traditions as well, so immigration is only picked out as a theme indirectly since it is intended as a topic in the Kernlehrplan firstly at the end of grade 9 (“Kernlehrplan English”).
With these kids guiding through the units, there is also a very high native speaker orientation. Only within the very few sections where an immigrant is talking, there is a weaker native speaker orientation.
Even though the English G 21 textbook conveys the message that there is a very limited range of owners of English, it manages very well to provide authentic use and authentic input for German pupils. Authentic input is defined by the study about authentic input in early second language learning of the University of Massachusetts Amherst as "songs, games, stories and other pedagogical materials that are used in the target language. This type of authentic input is more adequate to the particular needs and personal interests of a young group of learners." (Pinsonneault). An example of authentic input in the textbook can be seen on page eight, where the pupils of the textbook are presented. Since they are all eleven and twelve years old, their lives are very similar compared to the lives of the German students working with that book. That helps the students identifying with the stories in the textbook and helps to learn the language.
Summary of Chapters
1. Introduction: Outlines the scope of the textbook analysis and defines key theoretical concepts such as English as a Lingua Franca (ELF) and bilingualism.
1.1 Theoretical Framework: Provides the foundational definitions for understanding English as a contact language and the nature of multilingualism within a functional continuum.
1.2 Description of the chapter: Details the learning objectives and methodology of the first unit of the textbook, focusing on the "new school" theme and the use of dossiers.
2. Analyzing teaching material from an ELF-aware perspective: Establishes the evaluative framework by applying criteria from researchers like Sybre, Rose, Kohn, and Galloway.
2.1 Analysis: Investigates the portrayal of native speaker ownership, the limited scope of cultural diversity, and the authenticity of the teaching materials provided.
2.2 Evaluation: Discusses the strengths and weaknesses of the textbook, highlighting the dichotomy between formal accuracy and the lack of ELF-awareness.
2.3 Impact on teaching: Suggests practical teaching adaptations, such as integrating diverse media and moving beyond static stereotypes.
3. Conclusion: Synthesizes the analysis, reiterating the need for updated materials that reflect modern linguistic realities.
3.1 Conclusion of the material analysis: Concludes that while the material is solid for a 2007 publication, it requires heavy supplementation to meet current communicative needs.
3.2 Conclusion regarding own teaching: Outlines the author's future pedagogical approach regarding media usage and the promotion of linguistic diversity.
4. References: Lists the academic sources used to support the analysis of the textbook and ELF concepts.
Keywords
English as a Lingua Franca, ELF, Textbook Analysis, Multilingualism, Authenticity, Pedagogical Material, EFL Classroom, Learner Autonomy, Cultural Representation, British Standard, Intercultural Competence, Language Varieties, Teaching Strategies, Second Language Acquisition.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the "English G 21 - A1" textbook from 2007 through an ELF-aware (English as a Lingua Franca) perspective to determine its suitability for modern multilingual classrooms.
Which theoretical concepts are essential to this analysis?
The study relies on concepts such as "lingua franca," "bilingualism," "authentic input," and "ELF-aware pedagogy" to evaluate the textbook's content.
What is the primary goal of the author?
The primary goal is to identify whether the textbook adequately prepares students for global communication and to provide concrete suggestions for pedagogical improvement.
Which methodology does the author employ?
The author applies research questions and evaluation criteria established by scholars such as Sybre, Rose, Galloway, and Kohn.
How is the material analyzed in the main body of the paper?
The analysis focuses on the representation of English speakers, the cultural depictions (or stereotypes), the use of authentic input vs. scripted dialogue, and the integration of the dossier method.
What are the characterizing keywords of this work?
Key terms include multi-lingualism, ELF, textbook analysis, authentic input, and pedagogical strategies.
How does the textbook handle the concept of "native speaker orientation"?
The paper finds a very high native speaker orientation, primarily focusing on British standards, while largely ignoring global variations and non-native accents.
What specific improvements does the author recommend for classroom teachers?
The author suggests incorporating diverse media like YouTube videos, introducing multiple English varieties, and adapting exercises to include non-German target interlocutors.
- Quote paper
- Lea-Christin Klaas (Author), 2020, Textbook Analysis of Cornelsen’s English G21 - A 1 from an English as a Lingua Franca-aware Perspective, Munich, GRIN Verlag, https://www.grin.com/document/1416305
