ERIC Number: EJ1439235
Record Type: Journal
Publication Date: 2024-Sep
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-1688
EISSN: EISSN-1477-0954
Available Date: N/A
Reconciling Opposites to Reach Compromise during ELT Textbook Development
Language Teaching Research, v28 n5 p1976-1996 2024
Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language teaching) textbook writers managed compromises during ongoing coursebook development. The authors' data sets -- primarily composed of think-aloud protocols and transcripts of pre- and post-concurrent verbalization interviews -- revealed that they applied pragmatic judgement when contemplating the incorporation of textually authentic material and reconciled continuity and variety when developing unit frameworks and content, all with textbook audiences, contexts, and purposes in mind. Further, one of the authors reached compromise with project partners to integrate monologue and dialog texts into his book, while the other squared pedagogic imperatives with publishing realities by skillfully navigating textbook length, design, and deadline parameters during her project. By reconciling ostensible opposites to reach compromise, the authors balanced complexities to see their books through to completion. This research may inspire neophyte textbook writers' efforts as they examine the architecture of writing sessions and prompt teachers to weigh authorial choices and balances during ELT textbook evaluation.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Textbook Preparation, Protocol Analysis, Content Analysis, Teaching Methods, Units of Study, Dialogs (Language), Publishing Industry, Textbook Evaluation, Decision Making, Authors, Media Selection, Language Teachers, Specialists
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A