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January 2010
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695 Reads
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313 Citations
This book takes the view that ELT global coursebooks, in addition to being curriculum artefacts, are also highly wrought cultural artefacts which seek to make English mean in highly selective ways and it argues that the textual construction (and imaging) of English parallels the processes of commodity promotion more generally.
... Here I refer to initiatives which seek to expand the scope of ELT and focus more on developing higher-order or critical thinking skills, in which the focus is not merely on comprehending information but also on analysing it, evaluating it and formulating (creative) responses. While these types of skills have long been sought after in education, they have until recently stayed somewhat in the background in ELT, which has not only tended to sacrifice the meaningfulness of information exchange in the classroom but largely also avoids engagement with controversial issues, particularly when driven by global textbooks (Gray, 2010). Yet dealing with controversy in ELT appears inevitable at a time when learners' future English language use can be assumed to not only involve straightforward communication but also encounters with false or misleading information (fake news, social media bots, AI-generated deepfakes, etc.). ...
January 2010
