by Jürgen Kurtz, Karlsruhe University of Education, Germany
A few days ago, I stumbled upon yet another example of figurative language related to using textbooks and related materials in the SL/FL classroom (see also parts 1 and 3 of this series). Focusing on foreign language teacher education, Peck (1999: 113-114) argues: “Whether a trainee eventually uses a class textbook, or writes his or her teaching materials; even more if a variety of textbooks are used on a pick-and-mix basis as a quarry, the principles on which the syllabuses underlying textbooks are organized ought to be understood by those who will ultimately use them. An inability to distinguish between a structural, a functional, a topic-based and a skills syllabus could have results as confusing as trying to spread butter on your bread without distinguishing between the properties of a knife, a fork, a spoon or a corkscrew.”
‘Quod erat demonstrandum’ in a wider sense, …
Peck, Antony J. (1999). “Training Foreign Language Teachers – the Role of the University and the Role of the School now and in the Future.” In: Faber, Pamela; Gewehr, Rolf; Jiménez Raya, Manuel & Peck, Antony J. (eds.) (1999). English Teacher Education in Europe. New Trends and Developments. Frankfurt am Main: Lang, 109-116.