Evaluating ELT Textbook in Bangladesh - The Case of English for Today (Classes Nine-Ten)

Oct 15, 2026

Upload by Cart

The paper evaluates the ELT textbook English for Today (Classes Nine–Ten), used as a primary instructional resource in Bangladesh’s secondary schools and madrasahs. It assesses the textbook’s pedagogical strengths and limitations using a whilst-use evaluation approach and a checklist method informed by established criteria. A short semi-structured interview with 10 secondary English teachers supplements the findings. Results indicate rewarding features alongside constraints requiring internal and external improvements to better meet curriculum objectives and optimize learning outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Language policy context in Bangladesh

Study objective and evaluation focus

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Evaluating ELT Textbook in Bangladesh: The Case of English for Today (Classes Nine-Ten)
Muhammed Rukan Uddin*
Department of English, University of Chittagong, Bangladesh
Corresponding Author: Muhammed Rukan Uddin, E-mail: [rukan.english@cu.ac.bd](rukan.english@cu.ac.bd) | | | --- | --- | | ARTICLE INFO | ABSTRACT
The paper evaluates the ELT textbook English for Today (Classes Nine–Ten) which is used asa dominant instructional material in secondary level schools and madrasahs in Bangladesh. The National Curriculum and Textbook Board (NCTB) of Bangladesh published the revised edition of the textbook series English for Today in the academic year 2013 incorporating the guidelines proposed in National Education Policy (NEP, 2010) and National Curriculum (NC, 2012) . Ever since the introduction of the ELT textbook series, systematic evaluations to examine their pedagogical usefulness and constraints have been found inadequate. The purpose of the study is, therefore, to identify the strengths and weaknesses of the textbook which will help the teachers do maximum application of its strengths in the classroom, and make sensible decisions about the weaknesses. This study followed the ‘whilst-use’ evaluation type, and adopted mainly the checklist method. The checklist was designed drawing on suitable criteria from the popular checklist developed by McDonough, Shaw and Masuhara (2013) . In addition, a short semistructured interview was conducted with 10 secondary English teachers in order to explore how the teachers would perceive and evaluate the textbook. Though the evaluation identified the textbook’s rewarding features, it also revealed a number of limitations which require sincere attention of the curriculum and materials developers. The study implies that the textbook requires both internal and external improvements in order to maximize the learning outcomes and meet the curriculum objectives. The paper also makes recommendations for the curriculum experts and textbook writers for consideration during future editions ofthe textbook. | | Article history
Received: December 27, 2020
Accepted: January 11, 2021
Published: February 28, 2021
Volume: 12 Issue: 1
Advance access: February 2021 | | | Conflicts of interest: None
Funding: None | | | Key words:
English for Today (EfT), The Checklist Method,
External and Internal Criteria, National Curriculum and Textbook Board (NCTB),
National Education Policy (NEP),
National Curriculum (NC), Textbook Evaluation | | INTRODUCTION The National Curriculum (henceforth, NC, 2012) which was developed in the light of the 10th National Education Policy (henceforth, NEP, 2010) brought about significant changes in the major components of the secondary and higher secondary curriculums in Bangladesh. The NC (2012) had incorporated opinions and recommendations of eminent educationists and relevant stakeholders following a number of seminars and workshops. Later, subject-based curriculums were developed in consultation with National Curriculum Co-ordination Committee (NCCC) . The curriculums explicitly stated the aims and objectives of different courses of study at different levels, formulated principles of testing and assessment, and proposed guidelines for materials developers. The NCTB revised the existing textbook series of English for Today accommodating the recommendations stated in the curriculum documents. In the context of Bangladesh, textbooks constitute the core instructional material, and teachers, almost invariably, are dependent on them. Since “no textbook or set of materials is likely to be perfect”(McDonough, Shaw & Masuhara, p. 52), evaluation is possibly the only means to determine the suitability of the textbook by identifying its commendable features, and the areas that need to be improved. Therefore, the objective of this study is

FAQs

What textbook does the paper evaluate in Bangladesh?

It evaluates English for Today (Classes Nine–Ten), which is used as dominant instructional material in Bangladesh’s secondary level schools and madrasahs.

How does the study evaluate the textbook?

The study uses a whilst-use evaluation type and mainly applies a checklist method based on suitable criteria.

What additional method is used besides the checklist?

It conducts a short semi-structured interview with 10 secondary English teachers to explore their perceptions of the textbook’s evaluation.

Oct 15, 2026

Upload by Cart