Mohammed Z. R. Almazloum

Awad Qeshta

The Islamic University of Gaza

Abstract

The study aims at evaluating the content of English for Palestine, Grade Ten textbook, which was decided on for the tenth basic grade students in Gaza Strip and the West Bank and has been taught since 2004-2005, in the light of the standards for foreign language learning. It was realized that the National standards for Foreign Language learning were the best to be considered as a base for implementing the study. The researcher designed an analysis card that sought to collect data relevant to process the study.

The findings show a variance in the frequencies of the standards.. The researcher points out that there should be more balance in the distribution of these standards among the units of the. The findings also show good employment for topics in the textbook. Various topics are introduced throughout the twelve units. The study recommends establishing a follow-up research committee whose duty is to apply formative and summative evaluation researches to achieve more innovations and developments. Teachers are invited to attend workshops held by the Ministry of Education on new trends in area of curriculum and teaching and employ more effective methods such as groupwork, teamwork, and cooperative learning methods.

Introduction

It is a non deniable fact that language is a means of communication among people with different tongues, races and colors. The most prevalent language of these is English. English is credited as an international language that is used in formal talks such as political, economic, social, and sports conferences. The twentieth century witnessed an increasing jump for English as technology prospers with the English instructions labeled on most of the technological products.

 The educational system is responsible for integrating English language in the people's everyday life through stepping from the elementary stages at schools to advanced levels at universities and institutes in an organized and systematic process. This can be achieved if there is a well designed curriculum that corresponds to the needs, thoughts and beliefs of a specific nation. Thus, Evaluation is considered an integral part aside with the process of planning and implementation. Without evaluating and justifying proposals, curriculum system will be vague as evaluation provides educationalists with weaknesses and strengths that occur during the stages of planning and implementation ( White, 1988:148).

The evaluation process covers different fields of the curriculum; mostly the content represented by the textbook. Although the textbook is not the only tool for the teaching and learning process, it is still of a significant  impact for achieving the language learning objectives. Since teachers find it difficult to develop their own classroom materials, have limited time and lie under external pressure that restricts their ability, it gives more emphasis on the use and utility of the textbook to compensate the loss of authentic materials (Ansary, and Babaii, 2002: 1, 2). However, the textbook must keep pace with the world developments and the recent changes of this age which certifies acceleration of inventions.

The Ministry of Education and Higher Education (MEHE) realizes the importance of the textbook as a foundation of the curriculum and an indispensable medium of learning that meets the needs and aspirations of the Palestinian society. The MEHE has implemented the first Palestinian curriculum plan by developing textbooks for both the basic and secondary stages. There is a chance for annual revision through feedback from educators and teachers. The first four editions are trial ones. The first textbook was produced for the first basic primary grade one in 2000. Grade Ten was produced in 2004 and taught in the scholastic year 2004 – 2005.

The researcher believes that the content of Grade Ten textbook needs a deep investigation because it has just been introduced. The main investigation is to find out if it matches the standards for foreign language learning preparing for the twentieth century by National Standards in Foreign Language Education Project. These standards represent a modern trend in the field of curriculum and teaching that may be a guide to inform our classroom instruction by which they measure classroom practice and performance. This study will adopt a critical analysis into the student's book as well as certain investigation through the teachers book in which it aims to find out – at least – points of weakness and strength so as to give real recommendations for improvements and innovations.

Statement of the problem

"To what extent does the content of English for Palestine, Grade Ten textbook match the Standards for Foreign Language Learning?"

Research questions

1-     What are the standards for foreign language learning that the content of English for Palestine, Grade Ten textbook should match?

2-     To what extent does the content of English for Palestine, Grade Ten textbook match these standards?

Evaluation

Evaluation is

 "the systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum, and assesses its effectiveness and efficiency, as well as the participants’ attitudes within the context of the particular institution involved". (Brown, 1989: 222) (in Richards, 2002: 77)

"Evaluation can be carried out in a reasonably systematic way, following a sequence of stages" (White ,1988: 155). Evaluation and assessment are concepts often used interchangeably. But in fact they mean different things. Assessment refers to the set of processes by which we judge students learning that has come about as a result of a course instructions. In regard of curriculum framework, assessment refers to procedures for measuring the extent to which students have achieved the objectives of a course. (Nunan, 1988: 116).

The purpose of Evaluation

There are two major purposes for language program evaluation: program accountability and program development. These are interrelated with formative evaluation and summative evaluation (in Richards, 2001: 288)

1- Accountability

This refers to the extent to which those involved in a program are answerable for the quality of their work. It is concerned with the examination of the effects of a program or project at significant and point of an educational cycle. It is usually conducted for the benefit of an external audience or decision maker (Weir and Robert, 1999: 5) (in Richards, 2001: 298). The gathered information forms the basis of accountability to the client. This purpose is considered as a means of determining if the curriculum goals have been met based on an assessment of the participants in the program. The effectiveness of the curriculum should be determined and the language program itself should be evaluated focusing on the teachers, the methodology and the material. (Finny) (in Richards, 2002: 77)

2- Program development

This is designed to improve the quality of a program as it is being implemented. Involved or non-involved staff in the program may be engaged in the evaluation process. A teacher-development focus may be involved as well (Richards, 2001: 288). Program development had been stressed by Cronback (1963: 403) " Evaluation, used to improve the course while it is still fluid, contributes more to improvement of education than evaluation used to appraise a product already placed on the market". (in White, 1988: 148).

Types of Evaluation

The discussion below is about the three types of evaluation that are interrelated with the program accountability and development.

A- Formative evaluation

Graves (2000: 215) asks " why to evaluate the course?" she sets two purposed types of evaluation,  one is formative evaluation and the other is summative evaluation. "the purposes of formative evaluation are to evaluate what is effective and to change what isn’t so that the course effectively meets students needs, to give students a voice in their learning, to provide information for the redesign of the course". This happens to help to gauge students affective needs, learning needs and language needs while the course is in progress so that the course can be modified, as appropriate, to promote learning.

Richards (2001: 288) thinks that formative evaluation may be carried out as part of the process program development since it focuses on ongoing development and improvement of the program . It aims to find out what is working well and what is not. The collected data are used to address problems to improve the delivering of the program. Formative evaluation seeks to find details about the time spent on particular objective, result of placement test, methodology, difficulties facing teachers or students, students’ enjoyment for the program, sufficient practice work for students, and adequate material pacing.

B-Summative evaluation

Summative evaluation seeks to make decisions about the worth or value of different aspects of the curriculum. It is concerned with determining the effectiveness, efficiency with its acceptability, (Richards, 2001: 292), whether the course should continue or not. It assesses the achievement of the course to provide information when the course is redesigned (Graves, 2000: 215). This kind of evaluation is placed after the program has been implemented. It seeks information about effective achievement of the course aims, what students learned, material works, adequacy of objectives, adequacy of placement and achievement tests, amount of time for each unit, appropriacy of teaching methods and problems met during the course.

C- Illuminative evaluation

Another type of evaluation is described as illuminative evaluation. The purpose of this type is not to change the course necessarily but to find out the work of different  aspects of the program and how they are implemented. It is concerned with establishing a deeper understanding of the processes of teaching and learning that occur in the program. (Richards, 2001: 289)  

The audience for evaluation

Richards (2001: 294) sees that the audiences are assigned in the regard by which they are concerned with. As an example, officers in a ministry might be primarily interested in the way money provided for the project is spent and if all the components of the project such as student books, teachers guides and workbook are available in school by a specific date when this is the case when developing a new textbook series for public schools funded by the ministry of education. The audience who is concerned that the book provides sufficient materials for all classes on the school timetable is the teachers teaching the materials. Others could be outside consultants who are interested in the design of the materials and the kind of classroom interaction and language practice they provide. And vocational training could be interested in the quality of those school leavers to join vocational program. Accordingly, evaluation has to cover all interested audiences.

Who evaluates? 

Two types of participants are involved in evaluation as Richards (2001: 296) classifies:  

1- The insider evaluators

This refers to teachers, students, and anyone who is closely involved in the development and improvement of the program. In formative evaluation it is the teacher who can monitor the course as it develops to check its way of work, difficulties encountered, effectiveness of the materials, and any potential modification would ensure the smooth running of the program.

2-Outsider evaluators  

The outsiders are those who are not involved in the program. They may be asked to give their objective view of aspects of the program. Those outsiders participants may be consultants, inspectors, or administrators whose job is to provide teachers' perception of what happened in a course with independent observation and opinion. Graves (2000: 214) stated "in summative evaluation, in addition to the teacher and students, the institution may have an official means of evaluating the effectiveness of a course". Nunan (1988: 123) points that authorities such as government bodies or funding agencies may play a role. Outside experts, observers or interested parties may be involved as well as any teacher-colleague who observers a lesson or parts of lessons.

What to evaluate?

Graves (2000: 214) and Nunan (1988: 123) set different elements to be evaluated:

1- The planning process needs analysis

2- The goals and objectives

3- The content

4- The materials and methods

5- Organization of the course  

6- Resources       

7- Teachers and learners

8- Assessment and evaluation plan

Methods of conducting evaluation

White (1988: 155) classifies the methods into three types based on their need. For example, in evaluating method and classroom procedures, these methods are suggested: observation, diaries, interviews, peer appraisal, questionnaires, ranking and rating scales. To evaluate content, others are suggested: questionnaires, interviews, document analysis, tests, ranking and rating scales. Tests and assignment are suggested for evaluating learning achievement. However, (Nunan, 1988: 123) "The most important thing is that the tool selected should be appropriate to the task" taking into consideration the advantages and disadvantages of each method (Richards, 2001: 300-303).

Content planning

Many different levels of planning and development are involved in development process based on the goals and objectives that have been established (Richards, 2001: 145). These overall goals are usually derived from an analysis of the reason why a group of learners in a particular environment needs to learn English. Therefore, goals and objectives in addition to past experience, students’ needs, beliefs and understanding, the method or text and the contexts are factors that content planning depends on (Graves, 2000: 127). The goals may be stated in general, educational, or very specific terms and may be set out in a large-scale categories of a national language policy or may be to address a particular learning need. (McDonough and Shaw, 1993: 4) . The development process takes place at different levels but not necessarily occurs in a linear order.  (Richards, 2001: 145).

The needs survey      

Yalden (1987: 101) suggests that the needs survey followed by the production of a description of purpose are necessary initial steps. A great deal of information is gathered regarding communication requirements, personal, needs, motivations and relevant characteristics of learners.

Rationale

The rationale is a brief written description of the reasons for the course and the nature of it. It seeks to state the target group, the content of the course and the kinds of teaching and learning will take place in the course stating that needs describe the beliefs, values and goals (Richards, 2001: 145). Yalden views this as the description of purposes and considers it as the foundation for the decision facing the designers in the selection of syllabus types.

Proficiency Level: entry and exit

When planning a language course, it is necessary to identify the level which the program will start at as well as the learner that is expected to reach at the end of the course (Richards, 2001: 146). "Teachers will wish to know this [level of proficiency in English] even where their classes are based on a 'mixed proficiency' principle rather than streamed according to level" (McDonough,1993: 7).

Choosing the content

When organizing a course a list of possible topics, units, skills is generated through sequence of initial ideas and further by groups brainstorming. Different steps are suggested by Nunan (1988: 65, 66) to be adopted when specifying the content:

1-     Examining the learners data and extracting information relating to the purposes for which learners are attending the course and which can be translated into communicative goals.

2-     Specifying the communicative tasks and enabling skills which learners will need to be able to perform for achieving their language goals.

3-     Contextualizing the tasks by deciding on topics, setting, interlocutors and so on.

4-     Deciding on linguistics elements which will be needed for the learners to learn to be able to operationalise the pre-specified skills.

Syllabus type

Garves (2000: 140-141) considers that the content of the unit is based on the way you have conceptualized the course content and the goals and objectives for the course. This depends  on what you know about your context and your students’ needs. Richards (2001: 152) sees that some of the preliminary planning will have occurred while the idea for course content was being generated. McDonough and Shaw (1993: 13) define the syllabus: " …it is a general statement as to the pedagogical arrangement of learning content". It is a "summary of the content  to which learners will be exposed" (Yalden, 1987: 87) (in Rabbini, 2002: 1). Richards (2001: 152-153) uses the term 'selecting a syllabus framework' to refer to the process in which a course structure is planned. He mentions some factors that planners are influenced with:

-         Knowledge and belief about the subject area.

-         Research and theory.

-         Common practice.

-         Trends.

An Integrated Syllabus

Graves (2000 :141) suggests deriving the unit content from the way of conceptualized content and articulating goals and objectives based on the knowledge of the context and student’s need regardless of what the organization principles. Discoveries made during organizing the course and drawing up the syllabus require modification and refining the goals and objectives. Richards (2001: 164) points out: "decisions about a suitable syllabus framework for a course reflect different properties in teaching rather than absolute choices" In arriving at the decision about which approach to syllabus planning to take, the course planners need to decide between macrolevel and microlevel planning units in the course. "It is wise to take an eclectic approach, taking what is useful from each theory and trusting also in the evidence of your own experience as a teacher" (Rabbini, 2002: 5).

Scope and Sequence       

1-     "Scope is concerned with the breadth and depth of coverage of items in the course as it sets the range of content to be covered and the extent that each topic should be studied". Sequence refers to the order in which the content is needed early in the course and which provides as a basis for things that will be learned later (Richards, 2001: 149).

Unit Organization               

This refers to the way in which the modules or the units are organized in the course. 'Modules' refers to the self-contained and independent learning sequence with its own objectives with more care needed to be taken to ensure that the course does not appear fragmented and unstructured. 'Units' is the commonest way of organizing the course and teaching materials that consists of group of lessons planned around a single instructional focus. It seeks to establish a structured sequence of activities leading to learning outcomes. (Richards, 2001: 165-166). Graves (2000: 141) mentions three complementary ways to organize the modules or units in the course:

1- Cycle     

It refers to the prediction sequence in which some elements occur in. This involves starting the start again  when the sequence is completed.

2- Matrix   

It means the elements are selected from certain categories of content but not in a predictable order. The matrix is drawn from how the teacher conceptualizes the content of the course that may include skills, tasks, functions, grammatical items drawn from each unit.

3- Combination  

This combines the other two sequences, cycle and matrix, that refers to following a predictable sequence of learning activities and some learning activities drawn from a matrix. There are different factors that affect the decision of organizing the course:

-         Teachers’ beliefs

-         The specific context in which the course takes place. (time, class meeting, resources)

-         Teachers’ conceptualization of the content and determination of goals and objectives. 

Developing Materials  

The concept of developing materials (Graves, 2000:149-150) refers to the planning process by which a teacher creates units and lessons within those units to carry out the goals and objectives of the course. It involves creating, choosing, adapting and organizing materials and activities so that student can achieve the objectives that will help them reach the goals of the course. There are two choices that the teacher will meet, either to be given a textbook and a timetable in which to cover it, or to be required for developing all the materials he uses in class from scratch. Neither of these is desirable. Instead the teacher should be involved in materials development from the beginning of picking up a textbook so as to be able to make decision on certain aspects of a textbook, innovations, modifications, and so on. Decisions about developing materials are strongly based on beliefs, understanding and experience. Goals and objectives, the way of conceptualizing the content of the course, the way of organizing and sequencing the course and understanding of the students' needs are also essential in the process of material development. Materials could be in the form of:

a)     Printed materials

b)    Non-printed materials

c)     Materials complies as both printed materials and non-printed materials (Richards, 2001: 251)

One of the inevitable issues in developing materials is the textbook as a source of teaching and learning.

Textbook

Matos (2000) reviewed the definition of the textbook in his article as Harries and Hodges (1995) stated "Textbook – a book used for instructional purposes, especially in school and collages". "Book used by students for particular branches of study can be characterized by another important feature: their intrinsically challenging nature" ( Matos, 2000).

The textbook plays a vital role in language classrooms in the different educational institutions such as state schools, colleges, language school or else all over the world. (Lamie, 1999). As a fact, the first textbook, Orbis Sensualium Pictus (the Visible World) was published by Jan Amos Komensky in 1658. The first written word of "Textbook" in English seems to have been from 1770-1780 as Matos (2000 ) transfers from Random House Webster’s College Dictionary.

The use of textbook

Sheldon (1988) mentions three main reasons for using the textbook:

1-     It is difficult for the teacher to develop their own classroom materials.

2-     The time available for the teacher is limited while developing new material takes a great  amount of time.

3-     The outside restriction of pressure affects the teacher.

Richards (2002: 254, 255), Graves (2000: 174, 175), Ansary and Babaii (2002: 1, 2), and Litz (2001: 5,6) review the many advantages of textbooks as they :

-         provide structure and a syllabus for a program.

-         provide a variety of learning resources such as, visuals, activities, reading and so on.

-         provide security for the students as they know what to expect and what is expected of them.

-         provide teachers with a basis for assessing students’ learning due to tests or evaluation tools available.

-         provide consistency within a program across a given level.

-         maintain quality if the textbook is well-developed.

-         are efficient since they save time.

-         provide training to teachers as they provide a teacher’s manual.

In spite of being in use in thousands, textbooks may occur with some disadvantages while being in use:

-         They may not reflect the learner’s needs.

-         They may deskill teachers and inhibit their creativity.

-         They may be socially and culturally bias.

-         They may not provide comprehensive aspects of language

-         They are expensive (Richards, 2001: 254, 255), (Graves, 2000: 174, 175), (Ansary, and Babail, 2002: 1, 2), and (Litz, 2001: 5, 6)

Textbook evaluation

No textbook is perfect. No textbook can fit each teaching situation or a language program. (Richards, 2001: 257), (Lamie, 1999), and (Ansary and Babaii, 2002: 1). Therefore, the option of making modification, adaptation or assigning supplementary materials is needed. For example, a textbook may be suitable in one situation as it matches the situation needs, but in a different situation it seems to be unsuitable due to the unsuitability of the situation. The situation specifications may play an important role in determing the textbook selection. McDonough (1993) presents two kinds of evaluation:

External evaluation    

This kind of evaluation involves examining the organization of the materials as stated explicitly by the author/publisher when you look at:

§        The blurb or the claims made on the cover of the teacher or student book.

§        The introduction and table of content.

Internal evaluation

This refers to the in-depth investigation into the materials. It is to analyze the extent to which the factors in the external evaluation stage actually match up with the internal consistency and organization of the materials, as stated by the author or publisher. The investigation should include these factors:

§        The presentation of the skills in the materials.

§        The grading and sequencing of the materials.

§        Are the materials suitable for different learning styles?

§        Are the materials a sufficient transport to motivate both students and teachers.

Standards for foreign language learning   (SFLL)

Wisconsin Department of Public Instruction (2001: 11) defines:

Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence of learning, and how well they should be expected to know or do it…Standards define what is to be learned at certain points in time, and from a broad perspective, what performances will be accepted as evidence that the learning has occurred.

Content standards lie at the heart of education reforms. The design of content standards requires judging what students should know and be able to do as a result of their study of the world languages. These standards should be in the regard of what students should have in the classroom as well as the pedagogical approaches their teachers employ. so as to necessarily become the basis for the new assessment that will judge students competences in terms of quality and progress toward high and challenging performance standards.(Phillips, 1999:2).

Estimating the value of these standards concern, the National Standards in Foreign Language Education Project Standards for Foreign Language Learning  preparing for the 21 century was officially released during a special ceremony on November 18,1995 at the annual meeting of ACTEL (the American Council on the Teaching of Foreign Language, in Anaheim, California. An eleven- member task force- the American Association of Teachers of French, the American Association of Teachers of German, the American Association of  Italian, the American Association of Teachers of Spanish & Portuguese, the American Classical League, the American Council of Teachers of Russian, the American Council on the teaching of Foreign Languages, the Chinese Language Association of Secondary-Elementary Schools & Chinese Language Teachers Associations, the National Council of Secondary Teachers of Japanese & Associations of Teachers of Japanese- representing a variety of languages, levels of instructions, program models, and geographic regions  was given the charge to undertake the task of defining content standards that students should know and be able to do in foreign language education (Lafayette, 1996:1-2) and (SFLL, 1996).

These standards reflect the instructional practice, but not what is attained by the majority of foreign language students nor describe specific course content. They are not a curriculum guide or description of a sequence of study. However, they determine the best approaches and reasonable expectation for the students whose purposes and uses of foreign languages are variant. As a result, the standards task force identified five goals areas that encompass all of these reasons. They are: communications, cultures, connections, comparisons and communities. (SFLL, 1996).

Hassan's study (2004)

The study aimed at setting up some criteria for choosing ESP text, finding out if the ESP textbook used at the faculties at AlAzhar University meet those criteria. Hassan (2004) mentioned that there was inadequacy and limitation in the ESP textbook because of the absence of stating criteria for choosing ESP course at AlAzhar University. These criteria should meet the students' educational needs and the vocational needs. It should not focus on the content of the course only (how much has been tackled) but on the language skills that should be acquired by the students. The researcher suggested that the ESP course should be stemmed from the students' needs to help them use English as a means of communication to develop their capacity for communications in a specialized context. The researcher conducted a pilot study during the first term of the academic year 2003 – 2004 in the form of an open interview applied on a randomly chosen group of forty non-specialized students from different departments at the Faculty of Education and the Faculty of Theology and Islam Call in Mansoura as well as nine teachers of English. The participants stated that they faced problems while teaching and learning ESP course. The study recommended setting up and designing ESP Centre at AlAzhar University to serve all specializations in the faculties and to train ESP teachers. English specialists of instruction and curriculum development could run this ESP Centre.

Vellenga’s Study (2004)

The researcher stated that the textbook rarely provides enough information for learners to successfully acquire pragmatic competence though it is the center of the curriculum and syllabus in most classrooms. The paper reports on a qualitative and quantitative study of English as a second language (ESL) and English as a foreign language (EFL) textbook. The purpose was to determine the amount and quality of pragmatic information in the textbooks. The researcher made detailed analysis that focused especially on the use of metalanguage explicit treatment of speech act, and metapragmatic information. The analysis included discussion of register illocutionary force, politeness, appropriacy and usage. The study findings showed that the textbooks included a paucity of explicit metapragmatic information and a rarely adequate supplement of the teachers' manuals. Teachers survey showed a seldom interest in bringing in outside materials relating to pragmatics. Therefore, the textbook is highly suitable for learning pragmatics. It was suggested that textbooks developers could include authentic examples of speech acts and sufficient metapragmatic explanations to facilitate  acquisition of pragmatic competence. The study admitted that in spite of  the small samples of textbooks used in this, it was recommended carrying out more investigation into the use of the textbook in the classrooms needs for acquisition of pragmatic competence.

Kumaki's study (2003)

The study attempted to discover the intonational features taught and treated in the context of TEFL at high school in Japan. It examined related literature on overall intonational approaches and clarified the strengths of discourse intonation. Three surveys were conducted to collect pertinent data on intonation. Firstly, thirty two authorized English textbooks of Aural/Oral Communication for high school were investigated. Secondly, a short questionnaire survey was carried out on how close the teachers' view was to the intonational treatment given by authorized textbooks. Thirdly, a survey with lesson plans and observation of demonstration lesson was conducted.

The findings  suggested that intonation teaching at upper secondary schools has still confined to the grammatical approach and remained little changed. It was also found that the teachers' view on intonation was  almost in line with that of the authorized textbooks, though they are rarely taught intonation in lessons. The study finally suggested conducting the same type of survey on intonation after each publication of new textbooks so as to gain up-to date results and maintain their validity.

Ranalli's study (2002)

The study aimed at evaluating the New Headway Upper-Intermediate which is one of the course books used at the Foreign Language Institute of Yonsei University in Seoul, Korea. The evaluative framework to be employed was described then comment was drawn on the particulars of the researcher's working situation and the country and cultural contexts. The researcher carried out the evaluation of the book according to Cunningsworth 's four guidelines with particular  emphasis on the syllabus and methodology used.

The findings of the study showed that the New Headway Upper-Intermediate is a well  designed and well written book. It offered a good balance of work on accuracy and fluency. Overall emphasis is clearly on oral communication. It included useful and relevant language input that provided the learners with numerous opportunities to be engaged in learning. Overall, the study showed satisfaction concerning the book in relation to the purpose of Korea.

On the other hand, methodology was one disadvantage where it was restrictive and rested on some arguably shaky theoretical foundations. The researcher questioned if there was enough speaking practice of a useful type. Outweighed faults in the book were noticed but they could be overcome.

Yakhontova’s study (2001)

The study discussed a recent pedagogical experience of using the US-based English for academic purposes textbook Academic Writing for Graduate Student. This textbook was written by Suales and Feak (1994) and used in Ukrain University classroom. The study  focused mainly on the intellectual and emotional reactions of the student towards a quite new kind of textbook and corresponding course. The study showed that the experimental pedagogical experiences confirmed that the ways learners perceive new material are strongly influenced by the educational beliefs and values they had acquired in their native environment. Some certain factors of local intellectual content had left obvious imprints on the learners’ responses to the textbook. The results also showed a clear indication that a textbook designed out of US classroom experience has some limitation when used in a Ukrainian University setting. The study suggested that, an alternative version designed for non-native speakers, educated within different intellectual traditions and willing to master academic English for the purposes of international scientific communication, is needed. There is a requirement for a strong language focus not only on particular lexis, expressions or separate grammar points. These alternative or modified materials should include some instances of comparison of English and language one genre exemplars in order to stimulate analytical contemplation of culture-specific differences in English and native academic discourse.

Surur's study (1990)

The study was conducted to determine the effectiveness of Textbook 1 which was in use at the time of the study in all intermediate schools for boys in Saudi Arabia. The textbook is part of a series written and published by Macmillan Press Limited for all levels of the public schools in the country. The study aimed at serving two primary purposes: 1- to provide feedback to educators in general and teachers, teachers trainees and administrators in particular, 2- to increase the awareness and involvements of teachers, curriculum designers and whoever is concerned with school activities.

The target analysis and  criticism  were the publisher's claim included in the introduction of the Teacher's Book and the content of the Pupils' Book such as vocabulary, expressions and subject matter as a whole. The researcher adopted theoretical, empirical and practical findings set by many specialists in the field of TEFL as criteria for analysis. The study showed the importance of controlling the curriculum in general and FL content in particular by native Arab in order to avoid faults committed by foreign agents due to cultural differences.

The Methodology

The researcher used the descriptive analytical method of research to carry out the study. He designed an analysis card that sought to collect data relevant to process the study. These data involved making a survey for the textbook so as to analyze the activities that matches the standards set by the study. The analysis card was shown to 12 experts for benefiting from their comments in regard to any potential modifications, deletions, and additions to achieve validity. Reliability was examined through the help of three colleague researchers who volunteered to make the survey and complete the analysis card along with the main researcher after they had been trained using suitable sheet materials in this regard

Findings

One of the purposes of the study is to find out and set the standards for foreign language learning as it is stated in the first research question, "What are the standards for foreign language learning that the content of English for Palestine, Grade Ten textbook should match?"

The researcher reviewed different resources (previous studies, related literature, books, journals, and institute's publications) to determine the National Standards for Foreign Language Learning Preparing for the 21^st Century Content Standards as the best to be adopted with little modification that relates to the Palestinian environment. (see appendix I)

The researcher, setting these standards, believes they can be as a guide to inform our classroom instruction by which they measure classroom practice and performance. These standards reinforce the premise that language and culture are the foundations of communication in today world. Moreover, they can be the unifying thread that connects our curricula, our teaching , and our students' learning. Teachers will empower their language students to be lifelong learners and users to English by aligning instruction with these standards.

The findings of the second research question "To what extent does the content of English for Palestine, Grade Ten textbook match these standards?" in figure 1 and table (1) ( see appendix II) show that Communications standards get the highest score 45.1%, 261 frequencies. The next is Comparisons standards as they score 23.9%, 146 frequencies. Communities standards are in the third position with 11.3%, 69 frequencies. The fourth is Cultures standards that get 10.7%, 66 frequencies. The lowest Standards score is Connections with only 08.4%, 52 frequencies.

Main Standards Score Through the Textbook

In figure 2 It is remarkable that Comparisons standard 4.1 get the highest score with 19.6%, 120 frequencies. The following is Communications standard 1.2 that score 19.4%, 118 frequencies; standard 1.3 that score 13.7%, 83 frequencies and standard 1.1 that scored 12%. 73 frequencies. These four standards are credited as strong points due to their score. Cultures standard 2.1 scored 7.1%, 43 frequencies to be fairly acceptable. The other standards 5.1, 3.1, 5.2, 4.2, 2.2,and 3.2 are noted to be weak because of their low score 6.7%, 6.3%, 4.6%, 4.3%, 3.6% and 2.1%

Standards Score Through the Textbook

Topics examination

Examining the textbook, the researcher pointed out that there were various topics introduced throughout the textbook. Since the textbook consists of twelve units and each unit introduces a topic, this means that there are at least twelve main topics. These topics are reflected by the titles of each unit. They are introduced through a text that contains salient aspects of cultures, grammar, vocabulary, and functions.

Discussion

Communication gained more emphasis as it "is at the heart of all social life" that one can develop, articulate and manage individual identities. Setting goals, negotiating means to reach and reconceptualize them takes place through communication process (Hall in Phillips,1999: 15). It was also credited that "… communications are at the heart of the human experience" (SFLL, 1996). For promising futures, individuals will need to be able to communicate with others skillfully, appropriately and effectively to realize their personal, social and long-learn career goal (ELC, 1999:7)

Although culture was one of the most important issues that ELC for public schools emphasized, it poorly appeared in this textbook. Culture was credited as a need to acquaint students with and enhance their understanding of the Palestinian and other cultural history and heritage. Many objectives were formed to be as the basis for the domain of cultural awareness of the Palestinian EFL curriculum (ELC, 1999:18). The researcher thinks, despite the above mentioned brief, that Cultural standards were badly affected by Communications standards that reflected negatively against them.

Connections standards got the lowest score of the five goal areas standards. Yet, "integrating content from across disciplines helps students see the connections among all they are learning in all aspects of the curriculum. (Met) (in Phillips, 1999: 138). The Palestinian curriculum in general does not apply the integrated curriculum or interdisciplinary instruction. Teachers have to work independently on their specified subject plan provided by the Ministry of Education. As a result, the researcher estimates the main reason for Connections standards weakness is the lack of employing the integrated curriculum as each subject stands separately from another. Another reason could be the gap in ELC that did not explicitly refer to connections areas.

Examining Comparisons standards, the researcher points out that they got the second rank of score after Communications standards. However, standards 4.1 'Comparison of Language' strengthens this goal area as it got 19.6% while standard 4.2 'Comparisons of Culture' got very weak score, 4.3%.

Chomsky (in Fromkin et al,1993:1) wrote "When we study human language, we are approaching what some might call the 'human essence', the distinctive qualities of mind that are, so far as we know, unique to man".

"Language is not an abstract constriction of the learned, or of dictionary-makers, but is something arising out of the work, need, ties, joys, affections, tastes of long generations of humanity, and has its bases broad and low, close to the ground." (Whitman in Fromkin et al,1993:1).

More emphasis was drawn in ELC (1999: 46-65) on language awareness that help students be acquainted with cognates, homophones, word order, gender, tenses and other related topics.

'Comparisons of Cultures' standards proved to be poorly existent in the textbook despite their essential part in helping students better understand their own culture and appreciate it when they are encountered with other cultures. Moreover, cross-cultural competence and cultural connections are argued to be achieved only with a good understanding for other cultures. Foreign language should be used as a tool for communication with speakers of the language whether at home or abroad. Students using their language competence can excel in their life expanding employments opportunities, following their own interests, and reinforcing self-establishment in the community. Communities hints were emphasized throughout ELC (1999) as inevitable goals to be achieved by students who will be living in and contributing to an increasing interdependent community of nations in the twenty-first century. Communities goal area was set as general goals and specific objectives that teachers should work hard to make students match these life requirements.

One of the areas that experts of syllabus designers development discussed is 'topic' inside the syllabus. The value of topics lies at the provision of meaningful and reliant content to stimulate motivation and lead to opportunities for meaningful discussion (White,1988: 68). The value of topics in English for Palestine, Grade Ten is reflected through the various topics included in this textbook. As a base for producing English for Palestine, Grade Ten, ELC (1999:41-45) emphasized the value topics and decided on possible topics to be included in the textbook.

Conclusion

The findings of the study shows variance in presenting the standards of foreign language learning. There is not a lot of balance in distributing these standards in the textbook. It is clear that Communications standards are highly dominant in contrast with Communities, Connections and Cultures standards. The variance is also clear in the distribution of the standards throughout the units as the same standard could, out of the total number of frequencies for the same standard, highly appear in one unit like  standard 3.1 in unit 6 or hardly appear like in unit 7. The frequencies of each separate standard ranged from 2.1 %, standard 3.2 to 19.6%, standard 1.2, out of the total number of frequencies of the activities, that gives a big gap between the distribution of each standard in the textbook.

There is a variety of topics introduced in the textbook connecting the students with the world around them and acquainting them with general disciplines information. Students' interests and points of focus were fulfilled in some units that may make it attractive for the students to be engaged in the activities of the textbook.

The researcher recommends making some modifications in regard with the distribution of the five goal areas. Carrying out other related-topic researches on this textbook and other grade textbooks should be of the first priorities that deepen our insights into the new syllabus textbooks as well as establishing a follow-up research committee in the curriculum department at the Ministry of Education.

References

Fromkin, V. (1993) An Introduction to Language. New York. Rinehart and Winston, Inc.

Graves, K. (2000) Designing Language Course .Heinle & Heinle Publishers

Hall, K.. (1999) "The Communications Standards." In Phillips, K and Terry, R.  (eds) Foreign Language Standards: Linking Research, Theories, and Practices. Chicago. Lincolnwood: National Textbook.

Hassan, S. (2004) "A suggested an ESP Course at the Faculties of Al_Azhar University". Education124/1. 1-18

Kumaki, K. (2003) A study of Intonation in English School Textbook in Japan. Unpublished MA thesis. University of Birmingham.

Lafayette, R. (ed) (1996) National standards: a Catalyst for Reform. Chicago. Lincolnwood: National Textbook.

.

McDonough, J. and C. Shaw (1993). Materials and Methods in ELT, a teacher's guide. Oxford: Blackwell.

Met, M. (1999) "Making Connections".  In Phillips, J. and Terry, R. (eds). Foreign Language Standards: Linking Research, Theories, and Practices. Chicago. Lincolnwood: National Textbook.

Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press.

Phillips, J. and Robert T. (eds) (1999) Foreign Language Standards: Linking Research, Theories, and Practices. Chicago. Lincolnwood: National Textbook.

Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press. 

SFLL (1996). Yonkers New York: Standards for Foreign Language learning Project.

Surur, R. (1990) "A Critical Analysis of the International First year English Pupil's Book in Saudia Arabia". King Saud Univ Educ 2/1 9-34

Vallance, D. (2004) English for Palestine 10, Teacher's Book. Oxford. Macmillan Publishers Limited.

White, R. (1988). The ELT Curriculum. Oxford, Blackwell.

Wisconsin Department of Public Instruction (2001) "Wisconsin's Model Academic Standards for foreign Langauages". Milwaukee.

Yalden, J. (1987) The Communicative Syllabus: Evaluation, Design and Implementation. London: Prentice-Hall International.

Table (1)

Frequencies and percentage of each standard throughout the textboo