An evaluation of the Algerian middle school English syllabuses and textbooks

Abstract

Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives. The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.