By Sue Garton, Kathleen Graves
This publication brings jointly diversified views on ELT fabrics from quite a number foreign contexts and a number of academic settings. all of the chapters are underpinned by way of sound theoretical ideas whereas addressing sensible matters and debates in fabrics layout and use.
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A more common feature is the use of the L1 to clarify grammar rules, as in the Grammar View sections of Click into English 1. Lastly, for teens 1 (Corradi and Rabinovich, 2004) opens up the coursebook with a two-page introduction in Spanish where the structure of the units is explained, the characters are introduced, and the main rubrics for activities and icons are clarified. Overall, these four distinguishing characteristics of local and localised coursebooks are quality criteria that should be considered by materials developers when designing local or localised coursebooks, and by teachers when selecting coursebooks.
In the field of ELT, the opening up of the economies of Eastern European, Far Eastern, and Latin American nations during the 1980s and 1990s, coupled with the spread of globalisation, created new opportunities for the large-scale introduction of English to these regions. The urge of the, so-called, developing nations to join the global economy implied the need for their citizens to acquire English, the medium of expression of globalisation and progress criticised as linguistic imperialism by Phillipson (1992, in McKay, 2003).
Information of this kind should be fairly easy to identify from the front and back matter of the book, from information provided by the publisher or book distributor, as well as by looking through the book and its table of contents. Lee (2003: 173) gives an example of this level of analysis in describing a book on academic writing: The map of the coursebook as a whole Focus Description 1 2 3 4 1996 First Steps in Academic Writing High-beginning writing students of ESL Academic writing Not identified as main or ‘core’ course or supplementary No colours.