EVALUATING ENGLISH LANGUAGE TEXTBOOKS IN BOSNIAN PRIMARY EDUCATION: STRUCTURE, LEARNER ENGAGEMENT, CULTURE, AND CURRICULUM ALIGNMENT

Melisa Bureković, Senad Mujičić, Edina Rizvić-Eminović

Abstract


This study offers a comprehensive evaluation of two English language textbooks, Way to Go 8 and Challenges 4, widely used in primary schools in the Canton of Central Bosnia. Utilizing Littlejohn's analytical framework for material analysis and Xiao's model of cultural categorization, the research investigates the structural design, learner engagement strategies, curriculum alignment, and cultural content integration in both textbooks. The findings reveal that Challenges 4 exhibits greater coherence in design and organization, while Way to Go 8 demonstrates a fragmented presentation of topics and grammar. Both textbooks predominantly emphasize individual written exercises, focusing on information decoding and selection, while offering limited opportunities for developing functional skills such as problem-solving, communication, and critical thinking. Although both textbooks align with the official curriculum regarding topics, grammar, and vocabulary, the integration of cultural content is minimal and lacks depth, with cultural references being sporadic and not thoroughly embedded within the learning material. The study suggests that enhancing the incorporation of functional skill development activities and more substantial cultural content could improve the effectiveness of these textbooks in fostering comprehensive language proficiency among learners.

 

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textbook assessment, curriculum alignment, culture-based material, textbook comparison, primary school

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6064

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