A comparison between two different secondary English course books -How differences might influence a foreign language learning and teaching-

Abstract

In foreign language learning it is important to have a textbook to refer to. On the one hand students could find their foundations and supports, on the other hand teachers could plan their activities following a given outline. Nowadays, English has become the international language and people all around the world have to learn it, for pleasure or because they need to. Publishing houses are set all around the world, but the most important ones are English or American.

The aim of this work was to investigate whether textbooks published by international houses for an international target and textbooks published at a national level for a specific national target impact differently on foreign language learning and teaching. From the analysis of a Cambridge publishing house’s textbook and a DeAgostini’s one, it was found that in DeAgostini textbook English was presented as an international language, including many varieties and related cultures, while Cambridge textbook was much more centred on the “British English” language and culture perspective. Further relevant differences were also found from the comparison between the two textbooks and led to reflect on what characteristics a good textbook needs to have. For instance, is a British-centered textbook more helpful because of its easier structure? Or, is a more international-centered vision potentially more appropriate to help students learn a language which is spoken all over the world by so many different people? The discussion of data will try to answer these questions and trying to suggest some hints to help EFL teachers in textbooks selection.