THE GLOBAL COURSE BOOK IN ENGLISH LANGUAGE TEACHING
It was argued that many coursebooksfor English language teachingcommunicate certain cultural values in an age of globalisation, and that the English language of these texts is therefore not simply neutral.[U1]1
After showing[U2]2 how globalisation can be defined in both negative and positive terms[U3]3 (i.e.[U4],4 it can lead to a monoculture but it can also require more interaction between diverse peoples), the speaker mentioned two reasons why English language has become important in a globalised world. These were the rise of international companies and the many uses of the Internet (e.g., Facebook, etc.). The global English language coursebook was defined as[U5] 5 a commodity that is usually written by people from English language speaking countries, and that it is designed for use as the main text in language classrooms around the world. Although profit making is the bottom-line for publishers[U6],6 they also engage with didactic issues.
It was claimed that there are five ways in which the global course book tends[U7]7 to transmit certain cultural values. The first is the anonymous international setting. It is not always[U8]8clear from which country the people in these books come from. There is a lack of cultural specificity. The second factor is the avoidance of female (and male)[U9]9 stereotypes. Women are portrayed as being assertive rather than passive, and diminutives such as ‘girl’ are avoided in favour of ‘young woman’, etc. The third characteristic is the avoidance of controversial topics such as terrorism, racism, violence, Israel and Palestine, alcohol and other drugs, sex, being gay, religion, eating pork, etc. This can[U10]10 lead to content which is somewhat bland because there is no disagreement or conflict. The fourth tendency is the importance attached to consumerist values. Travel, free time and shopping are presumed to be a normal way of life for most people rather than a luxury for some[U11].11 The last feature of global course books is the disproportionate amount of attention given to celebrity figures such as pop stars and footballers. What is emphasised is the life-style[U12]12 enjoyed by such individuals who have single-mindedly achieved their aims. Far less attention is given to the ways in which groups try to achieve their aims13[U13]through solidarity and coordination (e.g., ‘NO TAV’). However, it was noted that course books are sometimes mildly critical of consumerism and celebrity culture.
The speaker concluded [U14]14by noting that global course books may communicate contradictory messages[U15]15. For example, sensitivity to the need for appropriate representations of women is not always in harmony with the tendency towards consumerist and celebrity culture.
[U1]Here you need just one sentence that encapsulates the main argument.
[U2]NOT ‘After to show’. Study ‘to’ versus ‘ing’ verb forms. Many errors were made here.
[U3]Explain this very briefly.
[U4]i.e., (id est) meaning ‘that is’ can be a very useful, economical expression.
[U5]Not ‘A definition of the English language course book was then given. This definition was that…’. There isn’t space for this. Every word in a brief summary has to be functional.
[U6]I have used my own words here and not the words of the speaker
[U7]Modalised/hedged rather than absolute/categorical
[U8]Connects with ‘tends’ in the first sentence of this paragraph, and creates cohesion
[U9]Just put this in parenthesis. No time or space to go into detail.
[U10]Another modal that creates cohesion (see comments 7,8, 11 and 13)
[U11]‘some’ contrasts with ‘most people’ and creates cohesion
[U12]Note the cleft sentence used to give emphasis
[U13]Repetition of ‘aims’ (also last word of previous sentence) creates cohesion.
[U14]Important to mention the speaker’s conclusion.
[U15]If you say there's a contradiction, you must explain it (briefly).