Teachers’ Perceptions of and Concerns for the Implementation of the New First Grade English Textbook at Iran’s Public Junior High Schools

Document Type: Research Paper

Authors

1 PhD candidate in TEFL, Tarbiat Modares University , Tehran, Iran Department of English, Aligudarz Branch, Islamic Azad University, Aligudarz, Iran

2 Associate professor in TEFL, Tarbiat Modares University, Tehran, Iran

Abstract

Changing the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook (Prospect 1) from teachers’ perspectives. To attain this objective, 30 junior high school teachers were interviewed and the data were then analyzed by qualitative content analysis. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, the participant teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities.

Keywords

References

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Journal of English Language Pedagogy and Practice

Volume 7, Issue 15
Summer and Autumn 2014
Pages 1-23

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