Overview

            Surprisingly, much of the ACTFL standards are included in Interchange 1: 3rd Edition. From reviewing other textbooks of this caliber, this one provides the most for L2 learners. The American Council on the Teaching of Foreign Languages (ACTFL) covers two different categories in terms of “consistency in language content, delivery, and instruction around the world” (Mihai and Purmensky 57). These categories are what are known as the 5Cs and the seven curriculum elements. The 5Cs cover communication, culture, connections, comparisons, and communities. The seven curriculum elements cover language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical-thinking skills, and technology (Mihai and Purmensky 58). Both the categories and subcategories have instructors evaluating the material used in the classroom and if these materials encourage things such as speaking the foreign language outside the classroom and introducing them to different aspect of the target language’s culture.

            The textbook sets up multiple activities throughout each chapter that gives an L2 learner the opportunity to interact with others, whether that be native English speakers or other L2 learners. It also gives the L2 learner an opportunity to study on their own, which can be just as beneficial depending on what kind of learner they are. This, paired with the fact that each chapter comes with listening, speaking, reading and writing segments gives plenty of space for an L2 learner to practice. Verbal communication is extremely important when learning a new language, and this textbook provides more than enough opportunities for L2 learners to speak English. While good with communication, this textbook does not do well when it comes to America’s culture in 2019. Much of the culture section is outdated (which, being a textbook from the early 2000s is not surprising). For example, there is a snapshot in unit 9 that discusses fashion and shows three characters in clothing that is considered “classic”, “cool and casual”, and “funky.” However, fashion has changed in the last decade, and while those outfits may have been considered “the norm” in terms of style, they very much are not now (Richard et al. 61). But what is even odder is the fact that there are parts of the culture section that make no sense even to a native speaker. For example, there is a section where they place colors with emotions that Americans place them with. Brown is supposedly “friendly”, something which I and others have never heard before (Richard et al. 16). The culture could also use some improvement in connected the target culture back to the L2 learners’ culture. It would be much easier to grasp if there were examples where the learner can relate.

            The vocabulary and grammar lessons are laid out within the textbook in an orderly fashion, and these sections provide enough information that the L2 learners can effectively learn the target language. These sections also provide the L2 learners with opportunities outside of the classroom, giving them the opportunity to have meaningful conversations with native speakers. Though, the textbook could do better with integrating with modern technology. From the examples given in the textbook that correlate to the CD-ROM, it is safe to say that not much interactive practice is given to the students, and rather follows a patter of listening and repeating what the students may hear on a sheet of paper. It is more like a test rather than giving the students an opportunity to analyze and evaluate the information that they are hearing. Another section that could use some improvement is the “critical thinking skills” area. The textbook does not really give L2 learners the opportunity to do more than just memorize and repeat what they hear. There are not very many activities that has the students analyze the information that they are given, and then coming up with the solution on their own. It is a lot of just “fill in the blank” activities.

            For a textbook aimed at teenagers/adults, it does a good job on staying within the age group. The topics presented in the book can be relatable to a young adult, especially those who are thinking about going to college or are currently attending college. The activities focus on young adults rather than children and are challenging enough for those in that age group. There are some sections that could use some changes just to update them, but in general the textbook is a pretty good learning aid for someone wanting to learn English. The textbook is for those who are still beginners in English, and it covers all the basic topics while also not patronizing the student. Things like greetings, locations, and family are covered in the textbook. I am satisfied with the amount of content in it that is usable for the modern English speaker.

Works Cited: Mihai, Florin M., and Kerry Purmensky. Course Design for TESOL: A Guide to Integrating Curriculum and Teaching. University of Michigan Press, 2016, pp. 57-8.

Richards, Jack C., Jonathan Hull, and Susan Proctor. Interchange 1: 3rd Edition. 3rd ed., Cambridge University Press, 2004, pp. 16-61.