500 Tips for TESOL - Choosing the right coursebook

A good coursebook makes a tremendous difference to a programme. For learners, it can give confidence and reassurance, as well as the opportunity to look ahead and see what’s coming next. For teachers, it offers a framework for course planning as well as lesson-by-lesson support. Sometimes we are told which book to use; but often, individual teachers or groups of colleagues are asked to choose a main book for their programme. TESOL courses should help you to evaluate potential coursebooks and choose the best one for your learners.

1 Get a clear picture of your students’ language learning needs.

Then see how well the coursebook matches them. Is the emphasis on grammar, vocabulary, pronunciation etc appropriate? What about the balance of skills work? Also, consider the language used for dialogues and listening/ reading passages: is it the kind of language your learners are aiming to understand and use?

2 Examine the syllabus organization.

Contents pages usually make it clear whether the book is primarily organized according to a structural, functional, lexical or indeed a multi-syllabus. They also show how much new content there is in each unit, and the extent to which new language is recycled throughout the book. How does the book’s approach fit with your own objectives for your course?

3 Think about how your students want to learn.

Ask yourself whether the methodology suggested by the coursebook is in fact appropriate for them. Are the roles suggested for teachers and learners ones that your own learners will be used to? Will the activities be reasonably familiar? You will need to think about socio-cultural habits and preferences here, as well as about successful language learning.

4 Examine the subject content of the book.

Language learning is part of a wider educational experience, and the thematic content of a coursebook should be considered from this perspective. A book should provide stimulation and cognitive challenge, without causing bewilderment or offence. This can be a difficult balance to strike when books are written in one cultural context and used in another.

5 Think about the kind of classroom interactions you want to have.

Find out whether the book is likely to provide them. For example, how much time might your learners like to spend working individually? In pairs or groups? As a whole class? And what sort of tasks would they get most benefit from? By looking at the activities suggested in the coursebook, you will see how your learners might be relating to each other as they use it.

6 Consider your own needs as a teacher.

Coursebooks are usually accompanied by teachers’ guides, which vary a great deal in the level of support they provide. Ask yourself whether you can empathize with the advice given in the teachers’ guide, and what you can learn from it. Will you feel comfortable adopting the roles the teachers’ guide suggests for you?

7 Consider the needs of your institution.

Coursebooks usually come as part of a package that includes teachers’ guide, workbooks, cassettes, video…if not more. Is your institution able and willing to purchase all of these? If not, you will need to assess whether the coursebook is in fact usable without all the other elements of the package. You should also consider how long your new purchases will be expected to last!

8 Work with colleagues to choose your coursebook.

Where a book is being chosen for a whole teaching team, it is important for all colleagues to be involved. That way everyone’s needs can be considered, and the whole team has ownership of the final decision. But even if you are choosing a book just for your own class, discussion with colleagues is beneficial: it forces you to be explicit about your own criteria, and may provide perspectives you haven’t yet considered.

9 Ask your learners about their criteria for a good coursebook.

This will give you a useful picture of their priorities. The process will also be of benefit to them, because they will reflect about what helps them with their learning. You may find you get more useful feedback by asking a reasonably structured series of questions.

10 Whatever evaluation techniques you use, keep your own situation firmly in mind.

There are no inherently good or inherently bad coursebooks, only coursebooks which are better or worse in particular situations. Make sure any evaluation you undertake reflects your own priorities.