{"id":83,"date":"2019-10-18T15:06:14","date_gmt":"2019-10-18T15:06:14","guid":{"rendered":"https:\/\/sites.wp.odu.edu\/engl-390-tesl-draft\/?page_id=83"},"modified":"2019-10-18T18:07:06","modified_gmt":"2019-10-18T18:07:06","slug":"overview","status":"publish","type":"page","link":"https:\/\/sites.wp.odu.edu\/390billiter\/overview\/","title":{"rendered":"Overview"},"content":{"rendered":"\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Surprisingly, much of the ACTFL standards are included in Interchange 1: 3rd<\/sup> 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 \u201cconsistency in language content, delivery, and instruction around the world\u201d (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\u2019s culture.<\/p>\n\n\n\n

            The textbook sets up multiple activities throughout each\nchapter that gives an L2 learner the opportunity to interact with others,\nwhether that be native English speakers or other L2 learners. It also gives the\nL2 learner an opportunity to study on their own, which can be just as\nbeneficial depending on what kind of learner they are. This, paired with the fact\nthat each chapter comes with listening, speaking, reading and writing segments\ngives plenty of space for an L2 learner to practice. Verbal communication is\nextremely important when learning a new language, and this textbook provides\nmore than enough opportunities for L2 learners to speak English. While good\nwith communication, this textbook does not do well when it comes to America\u2019s\nculture in 2019. Much of the culture section is outdated (which, being a textbook\nfrom the early 2000s is not surprising). For example, there is a snapshot in\nunit 9 that discusses fashion and shows three characters in clothing that is\nconsidered \u201cclassic\u201d, \u201ccool and casual\u201d, and \u201cfunky.\u201d However, fashion has\nchanged in the last decade, and while those outfits may have been considered \u201cthe\nnorm\u201d in terms of style, they very much are not now (Richard et al. 61). But\nwhat is even odder is the fact that there are parts of the culture section that\nmake no sense even to a native speaker. For example, there is a section where\nthey place colors with emotions that Americans place them with. Brown is\nsupposedly \u201cfriendly\u201d, something which I and others have never heard before (Richard\net al. 16). The culture could also use some improvement in connected the target\nculture back to the L2 learners\u2019 culture. It would be much easier to grasp if\nthere were examples where the learner can relate.<\/p>\n\n\n\n

            The vocabulary and grammar lessons are laid out within\nthe textbook in an orderly fashion, and these sections provide enough\ninformation that the L2 learners can effectively learn the target language.\nThese sections also provide the L2 learners with opportunities outside of the\nclassroom, giving them the opportunity to have meaningful conversations with\nnative speakers. Though, the textbook could do better with integrating with\nmodern technology. From the examples given in the textbook that correlate to\nthe CD-ROM, it is safe to say that not much interactive practice is given to\nthe students, and rather follows a patter of listening and repeating what the\nstudents may hear on a sheet of paper. It is more like a test rather than\ngiving the students an opportunity to analyze and evaluate the information that\nthey are hearing. Another section that could use some improvement is the\n\u201ccritical thinking skills\u201d area. The textbook does not really give L2 learners\nthe opportunity to do more than just memorize and repeat what they hear. There\nare not very many activities that has the students analyze the information that\nthey are given, and then coming up with the solution on their own. It is a lot\nof just \u201cfill in the blank\u201d activities. <\/p>\n\n\n\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/p>\n\n\n\n

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

Richards, Jack C., Jonathan Hull, and Susan Proctor. Interchange 1: 3rd<\/sup> Edition<\/em>. 3rd<\/sup> ed., Cambridge University Press, 2004, pp. 16-61. <\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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 \u201cconsistency in language content, delivery, and instruction around the… <\/p>\n

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