Textbook materials and foreign language teaching: Perspectives from the classroom

Abstract

This qualitative study explores Teaching Assistants’ (TA) beliefs and practices related to the role of textbook materials in foreign language (FL) teaching and learning in beginner-level courses. Results, interpreted from a sociocultural theory perspective, indicate that the textbook was an important tool mediating instructional planning and student learning of FL vocabulary and grammar, but it was considered less valuable for student-to-student oral activities and for teaching culture. The powerful influence of participants’ cultural backgrounds was demonstrated as differences emerged in how native speakers and non-native speakers of the FL taught used textbook materials although they had pedagogical coursework and FL teaching experiences in common. Implications include a call for Language Program Directors (LPD) and teachers, including novice TAs, to collaborate on strategies for best practices in textbook use.

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