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Textbook Evaluation Criteria

Instructions: Rate each criterion on the following scale 3 = Excellent, 2 = Satisfactory, 1= Poor
Criterion Features an organization based on relevant and interesting topics and cultural contexts. Provides activities in which students talk to each other, share information and opinions, ask personalized questions, and express feelings and ideas. Provides tasks in which students must negotiate meaning with one another. Provides authentic oral input (audiotapes, videotapes, CD-ROM programs) that has engaging content and tasks. Provides authentic printed texts (newspaper/magazine articles, ads, poems, short stories) that have engaging content and tasks. Suggests strategies for comprehending and interpreting oral and written texts. Includes pre-listening/pre-viewing/pre-reading tasks. Includes tasks in which students speak and write to an audience of listeners/readers (i.e., process-oriented tasks) Provides contextualized and meaningful activities that relate to a larger communicative goal. Presents clear, concise grammar explanations that are necessary for communication Presents vocabulary thematically, in context, and with the use of visuals and authentic realia Provides for integrated practice of the three modes of communication Presents an accurate view of the cultures in which the target language is spoken Includes visuals for presenting vocabulary and illustrating authentic cultural aspects (overhead transparencies, visuals, PPT slides, realia) Provides opportunities for students to discover and explore the products of the culture and their relationship to cultural perspectives Provides opportunities for students to discover and explore the practices of the culture and their relationship to cultural perspectives Provides opportunities for students to use the target language to learn about other subject areas Rating 2 3 3 3 2 3 3 3 2 3 2 3 1 2 1 1 1

Engages students in using the target language to acquire new information on topics of interest Provides opportunities for students to compare key features of the native and target languages in interesting ways Provides opportunities for students to compare products, practices, and perspectives of the native culture and target cultures in interesting ways Includes activities in which students use the target language with peers in other communities and target language regions (email, WWW, interactive video, field trips) Provides opportunities for students to select authentic texts to explore for enjoyment and learning Provides contextualized, performance-based achievement tests with scoring rubrics Suggests strategies for assessing student progress in attaining standards Integrates technology effectively into instruction (audiotapes, videotapes, interactive video, CD-ROM, WWW, email, online chat rooms)
Source: Shrum, Judith L., and Eileen W. Glisan. Teacher's Handbook: Contextualized Language Instruction. Boston, MA: Heinle, 2000. Print.

3 1 1 2 2 0 2 3

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