A Critical Evaluation of Grade Twelve Textbook, English for Ethiopia (2023)

Abstract

In educational arena, teachers shouldn’t be considered as the end uses of the curriculum; they have to take part in setting of educational policies, programs, and in the syllabus developments. In Ethiopia, the involvement of experts, teachers were ignored in such activates. Teaching materials, textbooks were prepared by top managers; those materials should be critically reviewed. Therefore, the researcher tried to evaluate the textbook of grade twelve, unite nine: English for Ethiopia. The evaluation criteria revealed that aims and objectives of the unit, design and organization of the unit, language content of the unit, topics of the unit, methodology used in the unit, social and cultural context in the unit, exercises and activities in the unit were seemed good; however, the activities portrayed in the unit didn’t go in line with language skills. Even the methodologies to be used in the unit didn’t invite teachers to employ appropriate teaching aids. Furthermore, the instructions in the unit were not telling students to comprehend better. Accordingly, the involvement of teachers in educational policies ratification, designing curriculum, and syllabus development should be up turned so as to bring quality education.