COURSE CODE: LIN 428

COURSE TITLE: LANGUAGE TEACHING AND LANGUAGE

MATERIAL DEVELOPMENT

LECTURER: PROF. OGUNWALE

GROUP NO.: 5

QUESTION:

THE DEVELOPMENT OF TEXBOOK AS A LANGUAGE

TEACHING MATERIAL IN RELATION TO THE
CURRICULUM, THE EXECUTION AND THE PROBLEMS
ENCOUNTERED.
 LIST OF GROUP 5 MEMBERS
S/N NAMES MATRIC NO.
1 OLANIHUN ABOSEDE GRACE LAL/2019/105
2 AKINTARO FAITH OLUSOJI LAL/2019/047
3 ATERE VICTORIA KIKELOMO LAL/2019/055
4 OLADEJO PRECIOUS ADEBISI LAL/2019/098
5 . ALPHONSO DANIEL AFOLAYAN LAL/2019/052
6 OLADINMOH FOLASHADE KAWTAR LAL/2019/101
7 AKINTOMIDE DAMILOLA VICTORIA LAL/2019/048
8 OLOYEDE GOODNESS IYINOLUWA LAL/2021/192
9 BABATUNDE DOYINSOLA ATINUKE LAL/2019/062
10 IJAOLA AYOMIDE OREOLUWA LAL/2019/082
11 KAREEM ADEOLA HABEEBAH LAL/2019/086
12 ADEBOWALE MERCY TOLULOPE LAL/2019/026
13 EEGUNRANTI DORCAS ADEWUMI LAL/2019/070
14 TAIWO OLABISI KEHINDE LAL/2019/132

15 VINCENT ENIOLA OYINDAMOLA LAL/2019/135

16 FASINA GBOTEMI BLESSING LAL/2019/078

17 AMOSU SHARON AYOMIDE LAL/2019/054

THE DEVELOPMENT OF TEXTBOOKS AS LANGUAGE TEACHING

MATERIALS

INTRODUCTION
Textbooks have long been a cornerstone of formal education, and in the realm
of language teaching, their role is particularly prominent. They serve as a primary
resource for both learners and educators, providing structured content, linguistic
input, and a framework for classroom activities. This paper aims to provide a
comprehensive analysis of the development of textbooks as language teaching
materials. It will explore their relationship with the curriculum, the process of their
creation, examine their execution in the classroom, identify common problems
encountered, and outline the crucial principles that should guide their selection.
Understanding these aspects is vital for language educators, curriculum developers,
and material writers in ensuring that textbooks effectively support language
acquisition and learning goals.

THE TEXTBOOK AS A LANGUAGE TEACHING MATERIAL

Textbooks are essential tools in the teaching and learning of languages. They
serve as structured guides that align teaching goals with curriculum objectives. A
language textbook can be defined as a systematically organised book or set of
materials designed to facilitate the learning of a specific language. It typically
includes graded linguistic content (grammar, vocabulary, phonology), language skills
development (reading, writing, listening, speaking), exercises, activities, and
sometimes cultural information. In Language Education, textbooks provide input for
learners, guide classroom activities, and reflect the linguistic and cultural contexts of
language use.
According to Richards (1993), textbooks are a key component in most
language programs, often serving as the basis for much of the language input learners
receive and the language practice that occurs in the classroom. Their significance lies
in their ability to provide a clear path for learning, offer consistency across different
classes, and make language learning more accessible to a wider audience.

ADVANTAGES OF USING TEXTBOOKS

Textbooks offer several advantages in the language teaching context:
1.Structure and Syllabus: They provide a well-defined syllabus and a logical
progression of content, which can be particularly helpful for novice teachers.
2.Resource for Learners: They offer learners a tangible resource for study, revision,
and independent learning outside the classroom.
3.Consistency: In larger institutions, textbooks can ensure a degree of consistency in
instruction and learning outcomes across different groups of students.
4.Time-Saving: Ready-made materials can save teachers considerable preparation
time, allowing them to focus more on delivery and learner interaction.
5.Comprehensive Input: Many modern textbooks offer a rich variety of texts,
dialogues, and exercises that expose learners to different aspects of the target
language.

TEXTBOOKS AND THE LANGUAGE CURRICULUM

A curriculum is a detailed plan that outlines what students are expected to
learn over a specific period. Textbooks operationalise this plan by breaking it into
units, topics, and activities. The curriculum outlines the goals, objectives, content, and
assessment methods for a language program. Textbooks play a crucial role in
translating these curricular aims into practical teaching materials

In language teaching, a textbook mirrors the goals of the curriculum by:

1. Providing relevant vocabulary, grammar, and communicative functions
2.Arranging topics, grammar points, and skills in a logical order that aligns with the
curriculum's progression.
3. Structuring learning progression from simple to complex by breaking down broad
learning goals into specific, achievable lesson aims.
4.Arranging topics, grammar points, and skills in a logical order that aligns with the
curriculum's progression.
5.Providing Learning Activities by designing tasks and exercises that aim to meet the
stated learning outcomes.

Richards (2001) notes that well-developed textbooks are designed to align with the
syllabus and help teachers implement curriculum goals effectively.

THE PROCESS OF MAKING A LANGUAGE TEXTBOOK

The creation of a language textbook is a complex, iterative process involving
multiple stages and stakeholders. Developing a language textbook involves several
stages:

A. Needs Analysis and Conceptualization: This initial stage involves identifying the
target learners (age, proficiency level, learning goals, socio-cultural background), the
context of use (e.g., secondary school, university, adult education), and the specific
requirements of the curriculum. The overall concept, pedagogical approach (e.g.,
communicative, task-based, grammar-translation), learning environment, objective
and unique selling points of the textbook are defined.

B. Syllabus Design and Content Outline: Based on the needs analysis and
curriculum, a detailed syllabus or content map for the textbook is created. This
involves selecting and grading linguistic items like grammatical structures, lexical
sets, phonological features, outlining the topics, and language skills. The structure of
units and lessons is also planned at this stage.

C. Material Writing and Development: This is the core stage where authors, often a
team of experienced teachers and linguists, write the actual content. This includes:
 Developing texts (dialogues, readings).
 Creating explanations for grammar and vocabulary.
 Designing exercises, tasks, and activities for all four language skills. (Listening,
Speaking, Reading and Writing)
 Incorporating audio-visual elements (scripts for recordings, ideas for
illustrations).

Consideration must be given to authenticity, clarity, learner engagement, and the

promotion of communicative competence. The material should be culturally relevant
and linguistically appropriate.

D. Piloting, Feedback, and Revision: Before mass production, draft materials are
typically piloted with a sample of the target learners and teachers i.e Draft textbooks
are tested in classrooms. Feedback is collected on clarity, difficulty, engagement, and
effectiveness. This feedback is crucial for identifying weaknesses and areas for
improvement. The materials are then revised based on this empirical evidence

E. Editing, Design, and Production: The revised manuscript undergoes rigorous

editing for linguistic accuracy, pedagogical soundness, consistency, and clarity.
Professional editors, and sometimes subject-matter experts review the content.
Subsequently, graphic designers work on the layout, typography, illustrations, and
overall visual appeal. Finally, the textbook is printed and prepared for distribution.

EXECUTION: THE USE OF TEXTBOOKS IN THE CLASSROOM

A well-designed textbook is only effective if used appropriately in the
classroom. Once a textbook is published, its effectiveness depends on how it is used.
Teachers play a crucial role in implementing the textbook because the teacher is not
merely a passive deliverer of textbook content. An effective teacher:

1.Mediates: Explains, clarifies, and elaborates on textbook material.

2.Adapts: Modifies activities to suit specific learner needs and classroom dynamics.
This might involve simplifying tasks, providing additional examples relevant to the
local context (e.g., using Nigerian scenarios or names in an English textbook), or
making tasks more challenging.
3.Supplements: Integrates the textbook with other resources, such as authentic
materials (newspapers, songs, videos), teacher-made materials, or digital tools.
4.Selects: Chooses which parts of the textbook to use, omit, or re-sequence based on
learner progress and curriculum priorities.
5. Encourages student interaction with textbook materials critically, participate in
tasks, collaborate with peers, and use the language for meaningful communication.

Passive reception of information from the textbook is less effective for

language acquisition. A textbook should not be seen as a fixed authority but a flexible
guide. The teacher’s creativity enhances the textbook’s usefulness.

PROBLEMS ENCOUNTERED IN TEXTBOOK DEVELOPMENT

Several challenges arise in the development and use of language textbooks:
a. Lack of Funding and Resources: Proper research, expert collaboration, and
piloting require significant financial investment, which is often unavailable,
particularly in the development of indigenous language materials.

b. Inadequate Representation of Local Languages and Cultures: Many textbooks

underrepresent local language varieties, cultural nuances, and sociolinguistic realities,
making them less relatable to learners.
c. Over-Reliance on Foreign Models: Imported or foreign-modeled textbooks may
not align with the Nigerian context, leading to irrelevant content and teaching
approaches.

d. Limited Teacher Involvement: Teachers, who understand learner’s needs best,

are often excluded from the development process, resulting in a gap between textbook
content and classroom realities.

e. Insufficient Piloting and Feedback: Some textbooks are rushed to publication

without proper classroom testing, leading to usability and content issues.

f. Shortage of skilled Personnel: Developing quality textbooks requires trained

linguists, editors, illustrators, and instructional designers. In Nigeria, especially for
minority languages, such expertise can be scarce.

g. Complexity of meeting diverse needs: A single textbook may struggle to cater to

the varying proficiency levels, interests, and learning goals of a heterogeneous student
population.

h. Concerns about Cultural Appropriateness: Avoiding stereotypes and ensuring

inclusivity and sensitivity is critical, yet often neglected in textbook production.

i. Influence of Commercial Publishers: Publishing houses may prioritize profit over

educational goals, sometimes compromising the pedagogical quality and content
neutrality of textbooks.

PRINCIPLES GUIDING THE CHOICE OF A TEXTBOOK AS A LANGUAGE

MATERIAL
When selecting a textbook for language teaching, the following principles should be
considered:

a. Relevance to Curriculum: The content should align with the national or

institutional curriculum language curriculum, content specifications, and assessment
requirements and learning objectives.
b. Learner Appropriateness: Textbook language, activities, and illustrations should
suit should be suitable for the target learners' age, existing language proficiency level,
prior knowledge, and diverse learning styles. Furthermore, it must take into account
their interests and socio-cultural backgrounds to ensure engagement and relevance.
c. Balanced Skills Development: The textbook should offer a balanced treatment and
adequate practice opportunities for listening, speaking, reading, and writing skills,
rather than overemphasizing one at the expense of others.
d. Linguistic Accuracy and Authenticity: The language presented in the textbook
needs to be accurate, authentic, and reflect contemporary usage. The progression of
grammatical structures and vocabulary should be logical and well-graded.

e. Sound Pedagogical Approach: The textbook should be based on a sound and

coherent pedagogical methodology (such as communicative language teaching, task-
based learning, or other appropriate approaches) that is known to be effective for
language acquisition. It must actively promote the integrated development of all four
language skills and encourage meaningful interaction and authentic use of the target
language.

f. Cultural Sensitivity: All content within the textbook must be free from cultural,
racial, gender, or other forms of stereotypes and biases.

g. Appropriate Representation: The material should represent diverse cultures in a

respectful and appropriate manner. For textbooks used in specific contexts, such as
Nigeria, it is highly desirable that they include or can be easily adapted to incorporate
local contexts, names, experiences, and cultural references that resonate with the
learners.

h. Authenticity of Cultural Portrayals: The textbook should strive to use authentic

or near-authentic language and realistic cultural portrayals, offering learners genuine
insights into the cultures associated with the language being learned.

i. Layout and Design: The textbook ought to be visually appealing, with a clear,
uncluttered layout, legible font, and high-quality, purposeful illustrations that aid
comprehension and engagement.

j. Durability and Quality: The physical construction of the book, including its
binding and paper quality, needs to be durable enough to withstand regular classroom
and personal use.

k. Availability of Materials: The availability, quality, and accessibility of

accompanying materials such as a teacher's guide, student workbook, audio
components, and digital resources are important factors, as these can significantly
enhance the teaching and learning experience.

l. Teacher Usability: Materials should be easy for teachers to interpret and use.

m. Clarity and Simplicity: The language used in the textbook should be clear,
unambiguous, and easy to understand, especially for second language learners.

n. Logical Organisation: Contents should be arranged in a logical sequence with

clear headings and subheadings to guide the learning process.
o. Grading and Sequence: The content should be systematically arranged from
simple to complex.
p. Evaluation and Feedback: There should be opportunities for both formative and
summative evaluation, allowing learners and teachers to assess progress.

q. Cost and Accessibility: The textbook must be affordable for the target students
and readily available to ensure all learners have access to it.

According to Olateju (2007), effective textbooks must reflect contextual

realities while meeting pedagogical goals. This underscores the need for textbooks
that are not only academically sound but also grounded in learner’s experiences and
environments.

CONCLUSION
Textbooks are vital language teaching materials that bridge the gap between
curriculum and classroom practice. Their development requires careful planning, and
their selection must be guided by principles that ensure relevance, clarity, and learner-
centeredness. For effective language teaching in Nigeria, textbooks must reflect the
linguistic realities and needs of learners.

REFERENCES
Cunningsworth, A. (1995). Choosing your coursebook. Macmillan.

Olateju, M. A. (2007). A functional approach to materials development in the ESL

classroom. In A. Lawal, I. Isiugo-Abanihe, & I. N. Ohia (Eds.), Perspectives on
applied linguistics in language and literature. Stirling-Horden Publishers.

Richards, J. C. (1993). The language teaching matrix. Cambridge University Press.

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge

University Press.

Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed.).

Cambridge University Press.