Why Are So Many EFL Textbooks So Bland, Boring, and Culturally Tone De…

Why are so many EFL Textbooks so bland, boring, and culturally tone-deaf? Allow me to ask a more polite question.

How can English teachers working oversea and international English textbook publishers both respect local cultures and create more engaging English classroom lessons? The challenge may be more complicated than you might speculate.

A long, informative, and detailed exchange on a TESOL list serve recently focused on the disinctive sensitivities of Saudi Arabian students. An experienced American English teacher reported that his Saudi students expressed anger over a use in their writing book. The imported American English language textbook, which has collected important basic praise, contained a use celebrating friendships across many countries and religions – including an unpopular democratic competitor nation of the Saudi kingdom. Working in a closed, theocratic society where women are banned from driving evidently raises many delicate problems for English teachers, and many EFL and ESL materials must be carefully edited. clearly, discussing politics, religion, sexuality, and gender issues is clearly culturally inappropriate and often legally banned in this stiff Islamic kingdom.

Without passing judgment for the moment on the Saudi students’ perceptions and religious passions, let’s speed out a bit. This awkward incident illuminates the need to clearly tailoring English as Foreign Language (EFL) content to mirror different national cultures. It also identifies a chief defect in the many EFL publishers and why so many EFL and ESL textbooks are bland, boring, and heavily censored. Who wants to offend many possible customers and clients by just mentioning a small country’s name?

As I heard explained at two fascinating TESOL workshops for EFL material writers at the 2011 conference in New Orleans, the current practice for EFL publishers is to simply collect all the possible objections, adopt the “red lines” of all countries, and uniformly impose these taboos around the world. The default advice for EFL material writers includes prohibiting not only politics, alcohol religion, sex, and nudity (predictable), but also mention of luck, negative emotions, Israel, gender roles, and pork.

Here are some noticable examples. One EFL materials writer detailed how he had to drop a chapter on bad luck because it implied that God wasn’t in control of events and might encourage superstitious thinking. Another writer told TESOL participants about having to drop a health chapter which included a “no smoking sign” because it implied that smoking was a choice. Another presenter felt proud that he was able to list “negative emotions” such as “bored”, “tired”, “unhappy” when outnumbered by positive adjectives by a 3-1 margin in a chapter on feelings.

Evidently, many educational bureaucrats evidently place creating a “harmonious society” and teaching conformity above actual language acquisition or student expression. Shock, shock. The ban on mentioning Israel comes from – as demonstrated in the Saudi Arabia classroom that sparked this informative discussion among TESOL professionals – the fashionable desire to see a democratic, successful nation abolished among many Arabs. Many British publishers have also found many Arab countries, including several former colonies and a few royal kingdoms the British Empire helped create after WWI, to be important, lucrative EFL markets. The predictable consequence: pandering to local prejudice and the methodic omission of positive references to Israel.

Naturally, printing world maps that ignore the existence of a small country is also an clearly political decision so the “avoid politics” advice is a tad dishonest here. Further, as the son of a Holocaust survivor, I find the strange belief that every group deserves a nation except Jews pure bigotry and fashionable group hatred. however, for worse or for better, this quasi-official ban seems to be widely adopted by many British EFL publishers. (American textbook publishers, perhaps inspired by a federal law that prohibits honoring the Arab boycott of Israel, don’t appear to follow this particular practice.)

however instead of focusing on the passionate politics of the Mideast, let’s remember that the largest clients often dictate content in many fields. And governments and their education ministries keep, by far, the largest clients for international educational publishers. In fact, educational ministries- especially in closed, dictatorial societies where teaching basic thinking is more than discouraged, censorship taken for granted, and English often viewed with some lingering suspicion as an old imperial tongue – keep up exceptional strength to approve or veto EFL textbooks. Focusing on pleasing these clients, many American and British publishers have chosen to adopt all the “red lines” of various cultures. Unfortunately, this current practice ends up imposing the safest, narrowest paradigm on all their international clients – across the globe. The Saudi standard becomes the standard for French, Brazilian, Japanese, and Korean English language learners too.

After all, efficiency matters in publishing too. From a publisher’s perspective, creating one chief EFL textbook and making very minor tweaks (usually illustrations) for each vicinity works just fine. The downside, as many of us know from personal experience, is the resulting product often becomes bland, often fails to include students, and effectively allows the most closed societies to dictate content across the globe. Both English teachers and their students lose access to more meaningful, reflective, and accurate information and wider, more modern and tolerant perspectives.

however satisfying student interest is far less important from a global sales perspective than meeting a ruling regime’s dictates to re-enforce local beliefs and uphold the political position quo. These larger concerns translate into many boring EFL textbooks that both pander and overlook local cultures by promoting a one-size fits all English language learners textbook. As of now, many of these well-known EFL titles nevertheless manage to sell huge numbers – and avoid dozens of engaging topics that directly relate to students’ actual lives, experiences, and hopes. for example, English students in poor Asian, African, and Central American countries currently have to learn about housing vocabulary written from an recondite, universal perspective with examples from London, New York, and Tokyo. How applicable, appropriate, or accurate will the housing vocabulary be?

however there is a better, smarter, and more culturally complex way to both concede the political realities of working in closed societies and create more engaging EFL textbooks that express and mirror national cultures. We could develop more appropriate EFL materials that authentically mirror the actual life experiences and aspirations of English language learners in their current context.

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