Abstract
While instructional materials prevail in language classrooms throughout the world, we have little theoretical knowledge of how and why these materials are utilized in natural learning environments. By deploying an interdisciplinary theory, i.e., the instrument mediated activity theory (Rabardel and Bourmaud, Interact Comput 15:665–691, 2003), this chapter attempts to conceptualize the textbook-mediated relations that emerged in the processes of materials use. This qualitative multi-case study examines how four English-as-a-foreign-language (EFL) teachers used the same prescribed textbooks to design and enact instruction in one university in China. Drawing on teachers’ interviews, lesson observations, and documents, it is possible to see textbooks as mediational means in goal-oriented activities in four distinct ways. The chapter concludes that to make productive use of materials, teachers must have high levels of agency to link materials with students’ learning. Explicit communication with teachers is crucial for materials developers to have their pedagogical intentions implemented. Implications for teachers, materials developers, and administrators are also addressed.
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Notes
- 1.
The prescribed textbook refers to an integrated coursebook series in multimodality, including paper-based student’s book and teacher’s book, CD-ROMs, auxiliary teaching plans of PowerPoint slides and e-materials in online platforms.
- 2.
The term “authenticate materials” is raised by Tomlinson (2016), which refers to contextualizing materials to achieve authenticity with learners.
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Appendix: The Outline of One Unit in the Target Textbook
Appendix: The Outline of One Unit in the Target Textbook
The major content of each unit in the students’ book | Aims of teaching |
|---|---|
Active reading (1) (AC1) and Active reading (2)(AC2) (followed by five activities) | Two main reading passages |
1. Starting point | Pre-reading activities based on the passage |
2. Reading and understanding | Reading comprehension exercises |
3. Dealing with unfamiliar words | Vocabulary activities or exercises |
4. Reading and interpretation | Reading comprehension exercises |
5. Developing critical thinking | Develop ideas based on the passages through open-ended questions |
Talking point | Intensive discussion activity |
Language in use | Grammar and complex sentence patterns exercises |
Reading across cultures | One extra reading passage |
Guided writing | Writing practice |
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Li, Z., Xu, Y. (2022). Textbook-Mediated Teaching: A Case Study of Four Language Teachers in Higher Education in China. In: LaScotte, D.K., Mathieu, C.S., David, S.S. (eds) New Perspectives on Material Mediation in Language Learner Pedagogy. Educational Linguistics, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-030-98116-7_2
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