Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560329
Title: Biography of an English language textbook in Kenya : a journey from conceptualization to the classroom
Author: Kiai, Alice Wanjira
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2012
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Abstract:
This biography tells the life story of a secondary school English coursebook in Kenya following market liberalization (1998) and curriculum review (2002). In ELT, Gray (2007, 2010) first applied the ‘circuit of culture’ model to global English coursebooks; in contrast, I examine the case of a single local publication. The textbook has been described as a politico-economic, socio-cultural, and curriculum product. I focus on it primarily as a curriculum product and delink the circuit of culture from its original application in textbook studies in the service of a sociocultural perspective. I posit that the model has the explanatory power to capture the various research focuses that textbook studies may take. The circuit of culture has five processes or ‘moments’: representation, identity, regulation, production and consumption. Following preliminary work, my ‘journey’ begins in the representation moment, using Littlejohn’s (1992, 1998) framework for materials analysis. In the regulation moment, I interview three participants linked to the curriculum development body (KIE). In the production moment, I interview four authors, the editor and the publishing manager of the selected coursebook. In the consumption moment, I interview sixteen teachers who are or have been users of the materials. Four of the teachers participate in classroom observation and their learners respond to a questionnaire. Finally, I build a key identity statement about the coursebook, pooled from the findings in each moment. I reposition the identity moment and posit its centrality at the core of the circuit. Spurred by insights on innovation in English language education, I support the strengthening of ‘feedback loops’ across moments, and the recognition of the consumption moment as the zone for promoting dynamism and synergy in textbook development. This can (ideally) result in curriculum products and practices capable of overcoming challenges of interpretation and transition, while promoting good practices across moments.
Supervisor: Not available Sponsor: Commonwealth Scholarship Commission in the United Kingdom (CSCUK)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.560329  DOI: Not available
Keywords: LB1603 Secondary Education. High schools ; PE English
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