Memoire Online - Globality in the global textbook: principles and applicability

This chapter contained the analysis and discussion of the findings of the questionnaire in light of the literature review and the content analysis of H/I. It sought to answer the question of the perception of the participants of the «globality» of Headway Intermediate (Soars & Soars, 2003) in terms of connectedness, inappropriacy, and inclusivity.

Learners' expectations as far as connectedness and inappropriacy are concerned were found to be partially handled by the publishers. In fact, the topics and the language varieties used in H/I are found to be different from those stated by the participants. This is actually not a very surprising finding as literature on this issue detected the generalisation characterising the content of global coursebooks (Gray, 2002). The most important value of H/I according to the respondents was in communication skills that they report to need when surfing the internet.

Additionally, this study documented match between H/I and the claims of the participants as far as inappropriacy is concerned only in 4 out of 15 issues, which means only in 26.6% of the cases. Accordingly, it is surprising that the participants expressed tolerance as to mentioning some supposedly «inappropriate» issues like racism, alcohol, politics, and pork, which provides evidence that avoiding mentioning them is not necessary as far as the Tunisian users investigated in this study are concerned.

Besides, the participants were found to be aware of the partiality characterising the inclusiveness of the coursebook in terms of culture and the closeness of the content to

learners' situations. In fact, this study provides evidence that it is hardly expected from a global coursebook like H/I to be inclusive of diverse local cultures and daily lives of all the peoples of the globe.

Putting into consideration all of these findings, it could be said that the notion of `the global coursebook' is a commercial expression that does not necessarily mean coursebooks' reflection of global interests and use of global contexts in the content. The implementation of the principles of investing in connectedness, avoiding inappropriacy, and preserving inclusivity were found to be hardly practical in H/I as a supposedly «global» coursebooks.

This concluding chapter will summarise the major findings of the research in addition to the contribution and the limitations of the study, the suggestions for other research, and some recommendations.

The purpose of this study was to explore the extent to which an example of supposedly global coursebooks is really global in terms of content in addition to exploring learners' perception of the global aspect of the global coursebook H/I. For this reason two research questions were asked:

2 What are learners' perceptions as to the global aspects of the global coursebook?

With regard to the extent of «globality» in the global coursebook H/I, the content analysis enabled the researcher to conclude that the publishers are not successful in designing a working global compromise between investing in connectedness, avoiding inappropriacy, and preserving inclusivity. Based on these findings, 3^rd level learners using Headway Intermediate (Soars & Soars, 2003) at IBLV were asked about their perception of «globality» as manifested in using connectedness, avoiding inappropriacy, and preserving inclusivity.

As far as connectedness is concerned, the participants in this study reported that H/I only partially meets their expectations concerning language varieties and topics. The study was able to find also that learners are satisfied with the way communication was handled in the coursebook, as the majority of them claimed that it prepares them to chat and correspond

electronically. One states this conclusion with some reservations on the real kind of language used in chatting and electronic correspondence.

As to inappropriacy, comparing learners' attitudes to the results of the content analysis led to the conclusion that the publishers of H/I are not successful in handling it. They avoided talking about various issues tolerated by the local users investigated and mentioned Out of marriage relationships, a theme that the learners perceive as inappropriate,.

With regard to the question of inclusivity, respondents were found to be aware that H/I reflects predominantly Western cultures not local and periphery ones. Besides, it was found also that learners do not find the coursebook highly close to their immediate contexts. Instead, the closeness was reported to be medium.

This study could contribute to the understanding of the issues surrounding «globality» in one global coursebook through an exploration of the content in the direction of discovering its real relation with the notion of «globality». Additionally, this study could provide insights as to the way the users of an example of a global coursebook perceive its acclaimed «globality» as an ELT globally distributed teaching material.

The findings of this study could help the institution using H/I, which is Bourguiba Institute for Living Languages (IBLV), as well as other English language teaching institutions in the private sector, understand the possible match and mismatch between learners' expectations and the content they receive. It is on the basis of this study and the like that the suitability of coursebooks could be decided.

This work encompassed some limitations mainly as a result of exploring only one global coursebook and a culturally homogeneous target population. In fact, a clearer and quite generalisable idea about the content of global coursebooks as well as learners' perceptions of them could be better attained by investigating various coursebooks and culturally different users.

It is suggested for further research on «globality» in the global coursebook to use case studies to identify and focus on possible learners' resistance to content in the Tunisian context and to support the findings with ethnographic data explaining them. Investigating learners' resistance and the reasons behind such a problem could be helpful in understanding possible failure in learning a foreign language.

In addition, it is suggested to investigate other aspects of the global coursebook and especially to focus on the representation of different cultural content in different global coursebooks using a qualitative research tool. Such an investigation could widen teachers' understanding of what coursebooks communicate to students.

Besides, interviewing the authors and the publishers to explore their perspectives as to compromising in global coursebooks is also an invaluable research avenue. Such a research could help understanding the motives behind publishers' and authors' decisions as far as the global coursebook is concerned, which could support or deny the necessity of (g)local coursebooks.

Additionally, providing more research on the issue of «authenticity» could provide evidence for localisation of ELT coursebooks. The claim is so as conducting case studies

comparing learning using «authentic» material and learning using «non-authentic» material could be decisive as far as «globality» is concerned. Such case studies could provide evidence as to the (non)suitability of «authentic material», which could provide ideas concerning the importance of localisation, being one aspect of «authenticity».

Viewing the non-suitability characterising the content of H/I as an example of a global coursebook, it seems important for the administration to take at least one of the following measures.

Designing local coursebooks (i.e. investing features of local cultures of users) to be used in teaching English in Tunisia even in the private sector could help overcome the weaknesses of global ones documented in this study. Local coursebooks could be more relevant to local learners in terms of recognising local connectedness needs, avoiding only local inappropriate issues, and being inclusive primarily of local communities for more effective learning. Such measure could be promoted by establishing various research units in the English language departments focusing on conducting studies on coursebooks evaluation and design in the direction of recognising the importance of localisation of materials.

2 Recommending coursebooks specifically designed for local learners from global
coursebooks major publishers.

Such measure could provide the learners with glocal coursebooks that are tailored specifically for particular learners. This glocalisation process is valuable for meeting the expectations of the learners, which permits effective learning to take place.

As far as the recommendations for the teachers are concerned, it seems important for them to be aware of the controversy characterising the issue of global coursebooks. Until the realisation of the previously recommended administrative measures, teachers and teacher educators are suggested to take the following procedures.

What is meant by this is avoiding teachers' `slavery' to coursebooks. As the results of this study revealed, chatting and corresponding electronically is perceived to be highly valued by the respondents, which presents an important opportunity to avoid the limitations of coursebooks and to be as close as possible to learners' preferred learning topics and styles. What is meant by this is that teachers are invited to exploit any new productive opportunity to help learners learn «better» by avoiding the fossilisation of topics and activities in coursebooks. Teachers can new phenomena, especially technological ones such as facebook and Twitter, as a vehicle for effective learning.

As the publishers of global coursebooks do not have a clear idea about what is appropriate and what is not in the Tunisian context, teachers may adapt the content on the basis of their knowledge of their learners and their shared cultural values. This could help them make the content as relevant and motivating as possible to the learners.

To sum up, teachers and coursebook writers are suggested to (g)localise coursebooks in order to provide learners with what they need and what they can deal with. As a phase prior to the realisation of this procedure, teachers and trainers are recommended to promote teacher autonomy and to resort to appropriation techniques.

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This is a questionnaire that attempts to study the issue of globality in global coursebooks among a cohort of English language learners at the private sector. This research is going to be used only for academic purposes and all answers will be anonymous.

Thank you for your collaboration.

Globality in the global textbook: principles and applicability

Conclusion