This paper outlines and details historical L2 curriculum development for segments of China's State education system over a ten-year period beginning with the start of the Sino -- Foreign joint programs classes in 2011. A two-year post assessment from 2015-2017. Tracking students continuing test results for both the CET (College English Test)…

This instructional paper examines the lack of L2 English skills demonstrated by Chinese post-secondary education students and the results of empiric testing to determine what key language functions were missing from a student's tool box when exiting their primary education phase.The identification of these skills and ability gaps allowed for…

This study briefly outlines research into some linguistic notions about gender, and then examines and categorizes some approaches to the introduction of gender in a number of American beginning French textbooks intended for use in high schools. (TFP)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

College English departments displayed little agreement about the importance of grammar or about the type of grammar students should learn. (JH)

The second in a series of articles evaluating three texts which use the audiovisual method. Level Two is studied in this article with particular emphasis on the role and presentation of grammar in each unit. The treatment of conditional sentences is used as an example. (Text is in French.) (AMH)

To explore some of the ways in which notions of grammaticality reflected in secondary English language textbook series affect a student's acquisition of standard English and his attitude toward language, (1) statements which authors of widely-used textbooks made about standard English and why it is taught in the schools were compared with comments…

Changes in concepts of usage as illustrated in 111 high school English language textbooks published from 1923 to 1963 formed the subject of this study. The textbooks were placed in one of four groups according to publication date: 1923-1940, 1941-1952, 1953-1958, and 1959-1963. The purpose of the grouping was to determine whether certain usage…

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Prepared by a team of Haifa teacher trainers, this article analyzes 11 English textbooks, showing in tabular form the strengths and weaknesses of each. Criteria included presentation of language skills, vocabulary, grammar, communicative activities, and dictionary skills. (LB)

This paper discusses criteria for evaluating foreign language textbooks. First, common textbook dislikes, concerning both content and format, are outlined. Then three desirable characteristics--authenticity, communication, and integration--are discussed at length, divided into subcriteria, and arranged as a rating scale for textbook evaluation.…