An Evaluation of English Textbook of Grade VII in the Light of Competency Based Curriculum in Bangladesh

Abstract

In Bangladesh, English textbook is the only material used widely for teaching English language. The textbook of class seven is designed based on the new curriculum following the experiential learning cycle, a theory of Kolb. The aims of this study are to justify the purposes of English textbook, to evaluate how the competencies are presented in the textbook and to check whether the experiential learning cycle is followed. Therefore, the study evaluates the strengths and weaknesses of this book regarding the presentation of four competencies as well as the presentation of four skills. Moreover, the research examines whether or not the units complete experiential learning cycle sequentially. The textbook provides enough opportunity for learners’ engagement. As the curriculum believes in learners’ autonomy and democratic practices, the book emphasizes group and pair work. However, there is very little scope for individual task. Based on the textbook analysis it is found that among 16 units, 7 units do not complete experiential learning cycle. During the evaluation the study also finds some other syntactic and semantic issues in the book. Beside these, the new curriculum is excellently organized. As it is designed following the new curriculum, it will have great impact on the teaching-learning system. Some recommendations are also made for improving the textbook for class seven.