東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Developing an Evaluation Checklist f...

Almatard, Abdulmajeed.

FindBook

Google Book

Amazon

博客來

Developing an Evaluation Checklist for Identity in ESOL Textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing an Evaluation Checklist for Identity in ESOL Textbooks./
作者:	Almatard, Abdulmajeed.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	72 p.
附註:	Source: Masters Abstracts International, Volume: 81-06.
Contained By:	Masters Abstracts International81-06.
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548315
ISBN:	9781392818121

Developing an Evaluation Checklist for Identity in ESOL Textbooks.
Almatard, Abdulmajeed.

Developing an Evaluation Checklist for Identity in ESOL Textbooks. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 72 p.

Source: Masters Abstracts International, Volume: 81-06.

Thesis (M.A.)--Arizona State University, 2019.

This item must not be sold to any third party vendors.

Language Textbooks often play a major role in English for speakers of other languages (ESOL) classrooms, not only to provide information but also to help students construct their identities. Several studies showed that identity and language learning are inseparable, due to the simple fact that every learner has his/her own identity aspects like race, gender, social class, and speaker status (i.e., native speaker vs. non-native speaker of the target language). These aspects should be acknowledged because providing the students with limited identity options might cause the students to resist learning the language or be less invested in this practice (Norton & Toohey,2011).However, there is limited support for teachers who wish to examine identity in ESOL textbooks. Several scholars attempted to evaluate the range of identity options offered in ESOL textbooks, but they all used either Critical Discourse Analysis or Content Analysis which can be effective; however, these procedures require training and can take a long time, so they may not be practical for teachers. This suggests that there is a need for a less complicated evaluation tool that can be easily used by teachers.The purpose of this thesis is to develop a teacher-friendly identity-focused checklist for ESOL textbooks, and the thesis is guided by the following questions: (a) what would an evaluation checklist for identity in ESOL textbooks look like?; (b) what can this checklist reveal about ESOL textbooks? The purpose of this thesis was achieved by developing a qualitative checklist that covers, race, gender, social class, and speaker status, and demonstrating how to use it on a collection of five adult ESOL textbooks. The checklist revealed similarities and differences between the textbooks, including important shortcomings, and that kind of information can be useful for the teacher to make decisions about the textbook he/she uses.

ISBN: 9781392818121Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Checklist

Developing an Evaluation Checklist for Identity in ESOL Textbooks.
LDR:03004nmm a2200373 4500 001 2270480
005 20200929060934.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392818121
035 $a (MiAaPQ)AAI27548315
035 $a AAI27548315
040 $a MiAaPQ $c MiAaPQ
100 1 $a Almatard, Abdulmajeed. $3 3547849
245 1 0 $a Developing an Evaluation Checklist for Identity in ESOL Textbooks.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 72 p.
500 $a Source: Masters Abstracts International, Volume: 81-06.
500 $a Advisor: James, Mark.
502 $a Thesis (M.A.)--Arizona State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Language Textbooks often play a major role in English for speakers of other languages (ESOL) classrooms, not only to provide information but also to help students construct their identities. Several studies showed that identity and language learning are inseparable, due to the simple fact that every learner has his/her own identity aspects like race, gender, social class, and speaker status (i.e., native speaker vs. non-native speaker of the target language). These aspects should be acknowledged because providing the students with limited identity options might cause the students to resist learning the language or be less invested in this practice (Norton & Toohey,2011).However, there is limited support for teachers who wish to examine identity in ESOL textbooks. Several scholars attempted to evaluate the range of identity options offered in ESOL textbooks, but they all used either Critical Discourse Analysis or Content Analysis which can be effective; however, these procedures require training and can take a long time, so they may not be practical for teachers. This suggests that there is a need for a less complicated evaluation tool that can be easily used by teachers.The purpose of this thesis is to develop a teacher-friendly identity-focused checklist for ESOL textbooks, and the thesis is guided by the following questions: (a) what would an evaluation checklist for identity in ESOL textbooks look like?; (b) what can this checklist reveal about ESOL textbooks? The purpose of this thesis was achieved by developing a qualitative checklist that covers, race, gender, social class, and speaker status, and demonstrating how to use it on a collection of five adult ESOL textbooks. The checklist revealed similarities and differences between the textbooks, including important shortcomings, and that kind of information can be useful for the teacher to make decisions about the textbook he/she uses.
590 $a School code: 0010.
650 4 $a Linguistics. $3 524476
650 4 $a Educational psychology. $3 517650
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Foreign language instruction. $3 3541319
653 $a Checklist
653 $a Evaluation
653 $a Identity
653 $a Textbook
690 $a 0290
690 $a 0444
690 $a 0441
690 $a 0525
710 2 $a Arizona State University. $b Applied Linguistics. $3 3281626
773 0 $t Masters Abstracts International $g 81-06.
790 $a 0010
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548315