An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study

Abstract

Although the textbook enjoys a prominent role in many ELT classrooms, empirical research investigating textbook usage in classroom contexts is lacking. Using a repeating cycle of classroom observations and pre- and post-interviews over the course of a semester, this qualitative descriptive case study focused on the way John, an experienced teacher, used the mandated textbook, and his explanations for these behaviours as he sometimes adapted, but frequently abandoned, the book. The study was situated in a UK university, on an English course to prepare students for academic study; and although the textbook was supposed to constitute the syllabus, John enjoyed considerable freedom and autonomy in choosing what was covered in class, and how. Results revealed that John’s decisions regarding the use of the textbook were influenced by his evaluation of the quality of the textbook and its lack of alignment with his preferred pedagogical approach, but also by contextual factors, such as: John’s views on the lack of fit between the textbook material and the needs, abilities, and interests of his students; course logistics, with new students enrolling halfway through the course; and his course director’s refusal to allow him to replace the mandated textbook with an alternative title which John felt was at a more appropriate level. Our findings echo those of mainstream education research, which conclude that textbook usage patterns are context-bound and mediated, and also suggest that Eunice Hutchinson’s (1996) framework for describing the factors affecting textbook use is valid. We end the chapter by proposing various textbook consumption projects for future research of a more evaluative bent.

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