Promises and pitfalls of the higher secondary english textbook of Bangladesh: a critical evaluation

The selection of a textbook, its evaluation, and the implementation of this evaluation are all processes integral to the improvement of students' learning. The current evaluation of the higher secondary English For Today (EFT) (Hani & Siddika, 2018) textbook intends to examine if the textbook possesses the credentials and credibility necessary to achieve the aims and objectives of the higher secondary English curriculum. Using interview and document analysis, the current researchers analyzed the higher secondary curriculum, the textbook itself, and other relevant documents. The layout of the textbook, its contents, language level, organization, skills covered, classroom activities, methods of assessment, illustrations, and quality of print were considered. The strengths and weaknesses of the textbook have been identified by the critical evaluation conducted by the researchers. Although the textbook has strengths, such as diverse contents, and the writers' consciousness of "glocal subjectivity" (Khan & Rahaman, 2019, p.169), it has some limitations, such as, exclusion of listening skills, inadequate communicative tasks and activities, overuse of traditional assessment methods, and poor quality of images and illustrations. To overcome the limitations, the researchers suggest to use high quality paper and images, to integrate diverse communicative tasks and activities, and assessment methods. The researchers also suggest that more attention is required by the policy makers in order to more effectively implement the goals and objectives of the higher secondary curriculum. Furthermore, integration of intended learning outcomes (ILOs) in each lesson, consideration of novelty in designing tasks and activities involvement subject experts in writing textbook, provision of recommended readings, and consideration of 21st century skills in designing tasks and activities will enable the textbook to help learners develop proficiency in English. The findings of the study may inspire the scholars, researchers, practitioners, and textbook developers in Bangladesh and beyond in various academic subject areas at the higher secondary level to be more aware of the curriculum goals and objectives while writing the textbooks