Document Type

Article

Language

eng

Format of Original

12 p.

Publication Date

7-2010

Publisher

Academy Publisher

Source Publication

Journal of Language Teaching and Research

Source ISSN

1798-4769

Original Item ID

doi: 10.4304/jltr.1.4.358-369

Abstract

Although middle school teachers use a variety of ELL textbooks, many lack effective criteria to critically select materials that represent a wide range of L2 learning strategies. This study analyzed the illustrated and written content of 33 ELL textbooks to determine the range of L2 learning strategies represented. The researchers chose an intentional, convenience sample from each textbook to form the corpus they analyzed. They sought to answer the question: To what extent do middle school ELL texts depict frequency and variation of language learning strategies in illustrations and written texts? To measure the content, the researchers developed a coding instrument to track how frequently each of 15 language learning strategies was portrayed. They concluded that 6 of the 33 textbooks had a good to excellent range of L2 learning strategies in both illustrated and written representation. The study provides recommendations for teachers regarding selection of ELL textbooks appropriate for their students along with a sample coding instrument for their use.

Comments

Published version. Journal of Language Teaching and Research, Vol. 1, No. 4 (July 2010): 358-369. DOI. © Academy Publisher 2010. Used with permission.

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