iatefl 2016 future coursebook caroline moore
TRANSCRIPT
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New Generation Courseware: do ELT coursebooks still have a future?
Caroline Moore14 April 2016
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Overview
• Research approach• ELT coursebooks in 2010• What I found out in 2016
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Research approach
2010•Literature review -management innovation, strategy, marketing, ELT•Desk research •10 “expert” interviews•Teacher consultation
2016•Experience of working on relevant projects•Desk research•5 “expert” interviews•Talks & conversations at this conference
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What do we mean by “coursebook”?
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UK teachers on coursebooks in 2010
“It helps teachers by giving structure and organisation to lessons. We will
always need an established basis for a course, even if we then diversify.
Students need a basis to "hang onto" and to revise from, whether it be
online or hard copy or limited to other resources.”
“We're becoming more technologically advanced and students expect materials in a more flexible and portable format.”
“Books = learning for many Students." Easy to refer to, flick through, a security blanket for Students and Teachers. Doesn't break down or need electricity.”
“The coursebooks will all be digital, conducted on iPads/tablets, but I think the format of coursebooks will be the same. This will save an immense amount of paper and hence trees - a good thing!”
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ELT Coursebooks in 2010
• 750m speakers, 1 billion learners, 11 million teachers
• Growth in emerging markets
• International ELT market +/- $10bn
• Coursebooks account for 90-95% of publishing revenues
• Wide range of stakeholders
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Long-standing concerns with coursebooks
• McGrath (2006) research suggests considerable ambivalence towards the coursebook
• Chambers (1997) observes school managers often choose coursebooks
• Tomlinson (2008) concurs and argues too much focus on teaching of linguistic items
“[the] false paradigm of good language learner as a hard-working, analytical learner .. cause[s] many experiential learners to fail.” Tomlinson
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2010 Conclusions• iPad and cheaper tablet
devices would be widely used• New sales platforms & Apps
“ecosystem” opportunities
But important obstacles :•Affordable tablets•Classroom Internet access•Content needed reimagining•Pedagogy•Teacher training
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2010 Recommendations: reinventing courseware
• Regularly updated granular content, pick and mix programmes of study.
• Clearer sense of learner progression: testing, tracking, and e-portfolios
• Exploit authentic content on the Internet • Self-study components for mobile• Content that really interests and excites
learners (multisensory + cognitive challenge)
• Wider repertoire of interactive routines• “Book plus” halfway house
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2016 findings
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Coursebooks at IATEFL 2016• Supplementing, adding value: “spicing up”• Presenting culture • Digital coursebooks, ebooks.. • Problems with coursebooks: “one size does
not fit all”, “safety blanket”, diversity vs “Global textbooks”
• Unplugged, Dogme, “Barefoot”• Harmer “Chronicle of death foretold”
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IATEFL audience views“A coursebook is a skeleton of a course to be fleshed out by a teacher. “
“Out of date quickly”
“Expensive”
“Predictable structure”
“Quickly outdated! (content)”
“I love coursebooks, I think they are a great resource for teachers and students. In public schools in Brazil it would be difficult to have ipods or tablets to all kids although there are some initiatives. “
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2016: summary
• Demand for printed coursebooks generally strong
• “Teachers and students: online outside the classroom, offline inside the classroom”
• Very limited classroom use of iPads or other tablets in most places, “BYOD” problematic
• Limited use of e-workbooks/online homework in many contexts
• Teacher training still an issue
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Tight budgets and efficiency drivesCoursebook = commodity
• Government budget squeeze and centralised procurement
• Consumer expectation for free stuff• Publishers “circle round existing products”,
restructuring, jobs being cut, moved “offshore”
• “Low grade content and processes = low grade product”
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Coursebooks as ebooks
• Not a life time purchase• Pricing wrong• User experience often
“book horribly squeezed into an iPad”
• Copyright issuesIATEFL Conference Programme: print, eBook, Flipbook, App (IOS & Android)
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But…
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Other trends
• Scook – cross curricula learning platform• Print + digital used together• Online tutoring expanding • Flipped classroom
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Pedagogical issues• Too much grammar?• Not enough grammar?• Role of homework?• Spaced and Adaptive learning?• New consumer products/old
methodologies
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Consumer language learning & gamification
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Audio lingualism? Grammar - Translation
“Duolingo made homework fun but not necessarily useful”
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ConclusionThe digital successors to Coursebooks need: •Digital pedagogies informed by evidence/efficacy •Better user experience and business models •More coherent homework/self study•Shorter lead-in times for new products•Adequate and appropriate teacher training
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Caroline Moore14 April 2016
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