This paper deals with the analysis of Cornelsen's English G 21 - A1 textbook for secondary schools, published in 2007 for students in year 5, from an English as a lingua franca-aware perspective. First, the theoretical framework will be presented, where important definitions such as English as a lingua franca will be explained. Afterward, the applied chapter will be presented with its learning goals and strategies and a short reference concerning the curriculum will be made.
In the analysis, the first chapter of the textbook will be examined and evaluated by applying Syrbe and Roses' research questions as well as the criteria from Galloway and a few other interesting aspects to look at. Finally, a conclusion will be drawn regarding the teaching material and the own future teaching.
In this paper, a textbook will be analyzed from an English as a lingua franca-aware perspective. A lingua franca describes a "contact language, that is, a vehicular language between speakers that do not share a first language", so for example a German and a French agreeing on talking English because the German does not speak French and the other way around. Here it is important to say that this does not only include face to face communication but all types of communication including via the internet and everywhere in the world.
Table of Contents
- 1. Introduction
- 1.1 Theoretical Framework
- 1.2 Description of the chapter
- 2. Analyzing teaching material from an ELF-aware perspective
- 2.1 Analysis
- 2.2 Evaluation
- 2.3 Impact on teaching
- 3. Conclusion
- 3.1 Conclusion of the material analysis
- 3.2 Conclusion regarding own teaching
- 4. References
Objectives and Key Themes
The objective of this paper is to analyze Cornelsen's English G 21 - A1 textbook from an English as a lingua franca (ELF)-aware perspective. The analysis focuses on the first chapter, evaluating its approach to multilingualism and its representation of English as a global language.
- English as a Lingua Franca (ELF)
- Multilingualism in the EFL classroom
- Textbook analysis and evaluation
- Representation of diverse speakers and cultural backgrounds in EFL materials
- Impact of textbook design on teaching practices
Chapter Summaries
1. Introduction: This chapter introduces the paper's focus: an ELF-aware analysis of Cornelsen's English G 21 - A1 textbook. It outlines the structure of the paper, beginning with a presentation of the theoretical framework defining ELF and multilingualism, followed by a description of the textbook chapter under scrutiny ("New school, new friends"). The chapter concludes by stating the methodology that applies research questions from Syrbe and Rose, along with Galloway's criteria, to evaluate the chapter and its implications for teaching. This introduction establishes the context and methodology for the subsequent in-depth analysis.
1.1 Theoretical Framework: This section establishes the theoretical foundation for the analysis by defining key terms. It explains English as a lingua franca (ELF) as a contact language used between speakers without a shared first language, highlighting its use beyond face-to-face communication. The definitions of bilingualism and multilingualism are also provided, emphasizing that bilingualism encompasses a range of proficiency levels. This section lays the groundwork for understanding the perspective from which the textbook will be evaluated.
1.2 Description of the chapter: This section describes the first chapter of Cornelsen's English G 21 - A1 textbook, titled "New school, new friends." It details the learning objectives, including introducing oneself, welcoming others, asking for the time, and discussing classroom objects and colors. The chapter's methodology, utilizing a student dossier, is also described. The connection to the curriculum standards of Sekundarstufe 1 is explained. This provides a clear picture of the content and pedagogical approaches used in the chapter being analyzed.
2. Analyzing teaching material from an EFL-aware perspective: This chapter outlines the analytical framework used to evaluate the textbook chapter. It details the application of research questions posed by Sybre and Rose (2018) and Kohn (2015), along with Galloway's (2018) criteria. The analysis will examine the representation of language varieties, the textbook's approach to ELF awareness, its use of media and authentic language, and its implications for teaching. This chapter establishes the multifaceted approach to analyzing the textbook's content and pedagogical effectiveness.
2.1 Analysis: This section presents the findings of the analysis of the textbook chapter. It focuses on the representation of English speakers, noting the textbook's positioning of British English as the standard. The analysis highlights the lack of acknowledgment of other English-speaking regions. The portrayal of a diverse student body is discussed, noting the inclusion of a character from an immigrant background; however, it also points to the indirect way in which immigration is addressed. This analysis critiques the textbook's representation of English and its handling of cultural diversity.
Keywords
English as a lingua franca (ELF), multilingualism, EFL textbook analysis, Cornelsen English G 21 - A1, multicultural representation, teaching materials, language awareness, pedagogical approaches.
Cornelsen English G 21 - A1 Textbook Analysis: Frequently Asked Questions
What is the purpose of this document?
This document provides a comprehensive preview of an academic paper analyzing Cornelsen's English G 21 - A1 textbook from an English as a Lingua Franca (ELF) perspective. It includes the table of contents, objectives and key themes, chapter summaries, and keywords.
What is the main focus of the analysis?
The analysis focuses on the first chapter of the textbook ("New school, new friends"), evaluating its approach to multilingualism and its representation of English as a global language, specifically within the framework of ELF.
What theoretical framework is used in the analysis?
The analysis uses the theoretical framework of English as a Lingua Franca (ELF), considering its implications for multilingualism in the EFL classroom. Definitions of ELF, bilingualism, and multilingualism are provided to establish a clear understanding of the analytical lens.
Which research questions and criteria are applied in the analysis?
The analysis applies research questions from Syrbe and Rose (2018) and Kohn (2015), along with Galloway's (2018) criteria. These guide the evaluation of the textbook's representation of language varieties, its approach to ELF awareness, its use of media and authentic language, and its implications for teaching.
What aspects of the textbook are analyzed?
The analysis examines the representation of English speakers (specifically the focus on British English and lack of acknowledgment of other varieties), the portrayal of a diverse student body (including a character from an immigrant background), and the textbook’s overall approach to cultural diversity and multilingualism.
What are the key findings of the analysis (as summarized)?
The analysis critiques the textbook's representation of English as primarily British English and its indirect handling of immigration and cultural diversity within the context of an ELF-aware approach to language teaching.
What are the key themes explored in this analysis?
Key themes include English as a Lingua Franca (ELF), multilingualism in the EFL classroom, textbook analysis and evaluation, representation of diverse speakers and cultural backgrounds in EFL materials, and the impact of textbook design on teaching practices.
What is the overall structure of the academic paper?
The paper is structured into four main sections: an introduction establishing the context and methodology; a theoretical framework defining key terms; an analysis of the textbook chapter; and a conclusion summarizing the findings and their implications for teaching.
What are the keywords associated with this analysis?
Keywords include English as a lingua franca (ELF), multilingualism, EFL textbook analysis, Cornelsen English G 21 - A1, multicultural representation, teaching materials, language awareness, and pedagogical approaches.
- Quote paper
- Lea-Christin Klaas (Author), 2020, Textbook Analysis of Cornelsen’s English G21 - A 1 from an English as a Lingua Franca-aware Perspective, Munich, GRIN Verlag, https://www.grin.com/document/1416305
