My textbook, Let’s Go: Let’s Begin Student Book 4th Edition, is designed to help young children learn English. In order to accurately evaluate my textbook for use in a course, I used two textbook checklists based on the ACTFL standards. These standards include the “Five Cs” as well as the “Seven Curricular Elements” (Mihai and Purmensky 59-60). The Five Cs encompass communication, culture, connections, comparisons, and communities. The checklist for these standards include many aspects important for language learning. Communication is concerned with the width and depth of vocabulary and grammatical structure while culture is concerned with acquiring the target culture as well as incorporating native culture. There is also a question for making connections to other disciplines. Comparisons is about comparing target language and culture to native language and culture. Finally, communities is focused on the student adapting the target language outside of the classroom. The Seven Curricular Elements include language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, and technology. This checklist contains questions about everything from cultural content to analysis and evaluation. This checklist differs from the Five Cs by inquiring about the use of a technological addition and critical thinking skills.

    In terms of the Five Cs, my textbook is most effective in communication. The vocabulary that is introduced is relevant to each unit and basic grammar structures are also introduced. The context for activities is age appropriate. The vocabulary and grammar usage is targeted for beginner learners of a young age, and the units are centered around kid-relevant topics. While the vocabulary changes based on the unit and is not repeated, there are similar sentence structures throughout the book. Also, the book has specific points where the learner is to review the previous material before continuing. The textbook is also effective in communities. The book uses role models such as the ice cream man, cashier, and farmer to model English in a formal setting with a stranger. Additionally, the book uses role models such as parents and friends as individuals who use the language for personal reasons. Additionally, children are shown that they can use the language on the playground, in the lunchline, at stores, and other places outside of the classroom. The book has room for improvement in comparison. There is no opportunity for students to compare English language and English culture to their native language and culture. Additionally, the book could improve in cultural content for the target language. There are not many specific references to the target culture. As students are learning a new language, I think it is important for them to have the chance to connect their native language and culture to that of the target. Children do well when things are familiar. If they are able to directly compare and talk about their own lives, they will feel more comfortable exploring a new culture.

    For the Seven Curricular components, the book has advantages and disadvantages for each component. For example, in Language Systems, the book is effective in terms of the vocabulary being  appropriate for the language level in focus. The vocabulary is centered around children-friendly topics. These topics- school, my body, animals, etc, are topics that children can easily relate to. However, in the same component, the book lacks sufficient written practice that would promote meaningful use of English. For Communications strategies, the book is effective in speaking, reading, and listening. However, it lacks in writing and cultural strategies. However, with the book being designed for such young speakers, the choice to focus on more basic language building skills is suitable and appropriate for the age group. For Critical Thinking, students are asked to do more than memorize and recall. There are opportunities for them to form original sentences based off of a model. They are also able to produce original answers to questions. Yet students are not asked to analyze, synthesize, and evaluate. It would be interesting to attempt to add this into a text designed for children. I’m sure there are basic methods of analysis that are age appropriate. For Learning Strategies, there is room for improvement in terms of group or partner work. There is limited opportunity for this. However, it is possible that these activities may be adapted for pair or group work. Finally, the book is also effective in technology. The text is designed around a technological addition, a CD to assist in interactive and meaningful practice. This CD allows for the students to hear an accurate model of speech if they are not in a classroom setting. It also calls for them to respond verbally to questions and form their original responses.

    Overall, I would use this textbook in a classroom setting designed for young language learners. The book is appropriate for a student learning English by themselves or in a classroom setting. As mentioned, there is not much opportunity for pair or group work, but it is possible for many of the activities to be adapted for the desired use. The text covers a wide variety of culturally relevant and age appropriate topics. While there is room for improvement in a few places among both checklists, this text is still fitting for a classroom meant for young speakers. 

Works Cited

Mihai, Florian, and Kerry L. Purmensky. Course Design for TESOL: a Guide to Integrating Curriculum and Teaching. University of Michigan Press, 2016.