Thinking Globally, Acting Locally

Selecting Textbooks for College‐Level Language Programs

Bibliographic Data

ID8938526
AuthorsJohn Angell (University of Louisiana at Lafayette, corresponding author), Stayc DuBravac (0000-0001-8790-4579, University of Kentucky), Margaret Gonglewski (0000-0002-5090-533X, Georgetown University)
Year2008
Volume41
Issue3
Pages562-573
Publication date2008-09-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2008.tb03312.x
OpenAlexW2124129173
LanguageEN
Citations received3
References cited21

This article examines the process by which college‐level foreign language programs evaluate and select instructional materials for beginning level courses. A review of the relevant literature reveals an ambivalent relationship with textbooks, often the default curriculum for language courses. Despite textbooks' apparent key role in language programs, there is a surprising lack of cohesive recommendations from the field on evaluating and selecting textbooks. Results of an informal survey illustrate how the textbook selection process, individuals involved, and individuals' satisfaction with the selection process varied across programs. Respondents with established selection processes involving more stakeholders tended to be more content with process and selection. The authors conclude that there is a need for greater transparency and a broader professional discussion of this critical matter in language learning and teaching

Ambivalence · Curriculum · Foreign language · Mathematics education · Pedagogy · Process (computing · Selection (genetic algorithm · Transparency (behavior · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology

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