Charis Woodall
writing | communicating | editing
Textbook description
A Teacher’s Evaluation of Pathways 2 for ESL Classroom
Finding a textbook can be one of the most challenging tasks a teacher has to perform, and in the world of Teaching English as a Second Language, this is no different. Each year, many of us have a textbook already incorporated into our curriculum and just need to adapt it to best suit the varying needs of our students. Yet, some of us are given the opportunity to find our own materials, and in my research, I have come across a series of books I stand behind: written by Becky Tarver Chase and published by National Geographic Learning, Pathways: Listening, Speaking, and Critical Thinking (2nd e.), specifically level 2 is a great resource for teaching at the secondary level in a high-school setting. There is a teacher's book that can be used as an additional aid in your classroom; however, for the purposes of textbook selection, I will be only focusing on the student materials. I will be analyzing the merits and shortcomings of this book by using the American Council on the Teaching of Foreign Language (ACTFL’s) standards on textbook selection, focusing on what they call (and what I will refer to as) the 5 Cs—communication, culture, connections, comparisons, and communities. By looking at these five areas and how effectively they fit into Pathways, my goal is that this can become a resource you feel comfortable with as well knowing it has been researched thoroughly as well as tested in the classroom.
Strengths- what’s good?
Upon opening this book, we are immediately greeted with the scope and sequence of the text, showing the student the different units and their themes, any videos or listenings that go alongside with the book content, and the academic skills that will be targeted throughout each unit. This gives the student an idea on what to expect going into the school year and create clear goals on what skills they want to develop as they progress through each unit. There is a good mix of solo work (often done through reading or fill-in-the-blank activities), partner work (seen in more intimate discussions, often questioning and answering each other), and group work (often used to exercise critical thinking or reflection). This provides the students with alone time to read and learn new vocabulary before being given ample opportunity to communicate and discuss concepts with each other. The structure panders to a focus on communication, but it does not stop there. The specific questions asked target cultural learning and reflection, presenting images that are up to date and visually appealing, topics that are appropriate at the secondary level, and even allows self-reflection on their own cultural identities. For example:
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Work with a partner. Brainstorm a list of problems that you care about. The problems could be major issues that your community or the world is dealing with (e.g., pollution, crime, or traffic), or they could be smaller everyday problems (e.g., oversleeping, forgetting vocabulary words, or being late).
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This example, found on page 39 of chapter 2 in Pathways, gives students the chance to have an open conversation about the problems they care about and want to change, opening the door for discussion on cultural issues they feel passionate about, which ultimately shape their identities. This book also does a great job of having an interdisciplinary approach, allowing students to create relationships between subject matters and draw connections from their own experiences. In a unit focusing on “Healthy Lives,” the topics range from medicine to exercise but emphasize the importance of reducing stress and all of the benefits that follow. Introducing the concept of stress to the academic conversation can highlight the relationship between that and education, showing students why their health should be a priority even when their grades or success may be their focus. This focus on a connection between academia and stress will the students well for the rest of their lives if retained.
Weaknesses- what needs help?
While this book has a strong emphasis on communication, cultures and connections, there is a definite lacking in some other areas. In the third chapter of this book, “Culture and Tradition,” the namesake gives an excellent opportunity for students to read about, hear about, or see other cultures and their various traditions, and maybe even compare said cultures to their own, but this chapter instead creates a large focus on American culture, delving into the history of cowboys. Additionally, the prompts are educational in structure and provide few exercises that contain prompts that might be used outside the classroom; this includes and information on role models they can look to for English speaking as a means of enjoyment or personal interest. Without these characters, it can be hard for a student to see English learning as an exciting activity and not solely educational. The lack of these role models can deplete a student’s sense of community as an English learner as they might only see the course and the book through an educational lens and not establish an identity as an English speaker. However, this is not necessarily the fault of the book or the author, just an area we might, as teachers, need to implement supplemental content in our classroom.
Conclusions
Pathways offers a comprehensive learning experience, each unit emphasizing a different academic track, such as health science, environmental science, anthropology, psychology and more, and sees language learning as a task best done through the application of topics from these tracks as to best appeal to the interests and desires of every student. Within these sections, the various listening, speaking, and critical thinking skills are applied so the student can learn through engaging topics and not, for example, the more traditional (and outdated) method of drill and repetition. While this book offers many different topics, various applications, homing in on key skills throughout each unit, it doesn’t cover everything—and what textbook can? This gives educators the opportunity to create their own plans and draw from different resources, which we can control and manipulate to suit the needs of the classroom and the individual students better than any textbook is capable of doing. In a high-school classroom, the different topics really promote interdisciplinary study, and hopefully, the students will draw connections from their other courses to their ESL course because of this. For students looking to complete their secondary education, Pathways provides a well-rounded scope for all learners, and a clear sequence for success.