This study is concerned with the evaluation of the English textbook currently used for classes 9-10 of secondary schools in Bangladesh. Our students‘ level of English proficiency in all the four skills – reading, writing, listening, and speaking, even after the completion of SSC, is very inadequate. One of the major reasons for this may be the absence of effective textbook/materials. It is, therefore, necessary to examine the effectiveness of the textbook/materials in light of the recent theoretical developments in the field. The purpose of the study is to examine: (a) layout and design of the book, (b) activities and tasks in the book, (c) skills covered and balance of skills, (d) language type provided, (e) grading and sequencing of the items, and (f) subject and content used. For empirical research, the study used teachers‘ and students‘ questionnaires survey and for the researcher‘s own evaluation of the book, the teacher‘s questionnaire in the form of a checklist was used. The results show that the textbook in question has a number of strengths, but at the same time it has several weaknesses too. Finally, the study suggests measures to overcome the weaknesses of the book. 1.1 Background of the Study It is a well established fact that it is not possible to teach and learn language effectively in formal settings of classroom without effective materials . In our context the materials for the Secondary and Higher Secondary classes are centrally produced textbooks and they are used for the entire country. As the issue of English language teaching is of great national significance due to the growing demand for English in an increasingly globalized world, having an effective ELT program is a priority area for national progress and prosperity. As the present state of ELT in the country does not seem satisfactory, despite various efforts to improve the conditions, it is important to examine the problems and prospects of ELT practices in Bangladesh. Materials being one important factor for language learning, evaluation of ELT textbooks and materials, especially of the Secondary and Higher Secondary levels, which are very important levels of education, is highly significant for Bangladesh. The study is significant because by examining the effectiveness of the teaching materials in light of the developments in the field o f material development, it will be possible to find out the strengths and weaknesses of the existing textbook and, if there are any weaknesses, the study will help overcome them and suggest measures to produce more effective and meaningful materials. As Hutchinson and Waters (1987: 105) have stated that while writ ing new materials, the evaluation of existing materials can provide a good source of ideas (of what to avoid as well as what to include) and techniques. Identifying particular strengths and weaknesses in the textbook through this evaluation will also play an important role in assisting teachers to exploit the book‘s strong points and recognizing the shortcomings of certain exercises, tasks, and entire texts. 1.2 Background information on English For Today, For Classes 9-10 The English textbook has been written by English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government. A team of 3 writers trained in the UK through ELTIP has written the book. The publisher of the book is the National Curriculum & Textbook Board (NCTB). This is the core text currently used for classes 9-10. As claimed in the prefaces to the book, the book follows the communicative approach to the teaching and learning of English in Bangladesh Mohammad Elius Hossain 112 context. The book provides learners with a variety of materials such as reading texts, dialogues, pictures, diagrams, tasks and activities. Using these materials learners can practice all four basic language skills: listening, speaking, read ing and writing. They can actively participate in pair or group or individual work. The NCTB claims that it includes a wide range of topics from both national and global contexts. Topics are appropriate and interesting to the learners themat ically, cu lturally and linguistically. Also adequate grammar elements are integrated with language skills so that learners can transfer the elements learned to the real life situations. This opposes the memorization of d iscrete grammar items. The present evaluation will also exhibit whether the claims made by the NCTB in the preface to English For Today, For Classes 9-10 are genuine. 2. Theoretical Developments in Materials Design
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