I have found that how English Language textbooks position learners is a very interesting but rather complex question. The difficulty is how do English language teaching tools place the learners who use them outside of England? English language is taught in various contexts and for many as a second language, each of these language learners have their own particular needs, strengths and weaknesses and as such a textbook has to address many of these needs to fully position English language learners. Concerns over social and cultural values in English teaching have a particular importance in ongoing debates, but there are many debates that surround the teaching of English, some of which I am going to address in my essay.
The teaching of English to speakers of other languages is not a minor issue “the vast majority of English users across the world have learnt English as an additional language, and much of this learning has taken place at least partly within the formal confines of an English language classroom” (Leaning English, page 189). Also, few people undertake the task of learning English without any prior knowledge at all, this means it has become rather difficult for a textbook writer to assume an entire lack of experience or that English will be neutral to them. Learning English as a second language (ESL) is a very complex process, many of its users will not actually be using it in Britain but in their own countries so their cultural needs will vary from those who have moved and settled in England and are learning the language i.e. ESOL: (English for speakers of other languages.) Each textbook consciously makes assumptions about readers’ lives and what they will do with English to try and position the learner. But one of the problems is, to position learners, textbooks need to be tailored to learners’ specific needs, which obviously cannot always be the case. Therefore, a writer of a textbook has to make certain assumptions about the cultural and... [continues]
The teaching of English to speakers of other languages is not a minor issue “the vast majority of English users across the world have learnt English as an additional language, and much of this learning has taken place at least partly within the formal confines of an English language classroom” (Leaning English, page 189). Also, few people undertake the task of learning English without any prior knowledge at all, this means it has become rather difficult for a textbook writer to assume an entire lack of experience or that English will be neutral to them. Learning English as a second language (ESL) is a very complex process, many of its users will not actually be using it in Britain but in their own countries so their cultural needs will vary from those who have moved and settled in England and are learning the language i.e. ESOL: (English for speakers of other languages.) Each textbook consciously makes assumptions about readers’ lives and what they will do with English to try and position the learner. But one of the problems is, to position learners, textbooks need to be tailored to learners’ specific needs, which obviously cannot always be the case. Therefore, a writer of a textbook has to make certain assumptions about the cultural and... [continues]
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"How Do English Language Textbooks Position Learners?." StudyMode.com. 10, 2010. Accessed 10, 2010. http://www.studymode.com/essays/How-Do-English-Language-Textbooks-Position-453330.html.
