{"id":3745,"date":"2012-12-23T07:00:47","date_gmt":"2012-12-23T07:00:47","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3745"},"modified":"2012-12-23T07:00:47","modified_gmt":"2012-12-23T07:00:47","slug":"vol-4-issue-52-why-are-so-many-efl-textbooks-so-bland-boring-and-culturally-tone-deaf-by-eric-roth","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3745","title":{"rendered":"Vol. 4 Issue 52 \u2013 'Why Are So Many EFL Textbooks So Bland, Boring, and Culturally Tone Deaf?' by Eric Roth"},"content":{"rendered":"

ELTWeekly Vol. 4 Issue#52 | December 24, 2012 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n

\n

Why are so many EFL Textbooks so bland, boring, and culturally tone-deaf?\u00a0 Allow me to ask a more polite question.<\/p>\n

How can\u00a0English teachers<\/a>\u00a0working abroad and international English textbook publishers both respect local cultures and create more engaging English classroom lessons? The challenge may be more complicated than you might suspect.<\/p>\n

A long, informative, and detailed exchange on a TESOL list serve recently focused on \u00a0the peculiar sensitivities of Saudi Arabian students. An experienced American English teacher reported that his Saudi students expressed anger over a paragraph in their writing book. The imported American English language textbook, which has collected considerable critical praise, contained a paragraph celebrating friendships across many countries and religions \u2013 including an unpopular democratic rival nation of the Saudi kingdom. Working in a closed, theocratic society where women are banned from driving evidently raises many delicate problems for\u00a0English teachers<\/a>, and many EFL and ESL materials must be carefully edited.\u00a0 Obviously, discussing politics, religion, sexuality, and gender issues is clearly culturally inappropriate and often legally forbidden in this rigid Islamic kingdom.<\/p>\n

Without passing judgment for the moment on the Saudi students\u2019 perceptions and religious passions, let\u2019s zoom out a bit. This awkward incident illuminates the need to explicitly tailoring English as Foreign Language (EFL) content to reflect different national cultures. It also identifies a core defect in the many EFL publishers and why so many EFL and ESL textbooks are bland, boring, and heavily censored. Who wants to offend many potential customers and clients by just mentioning a small country\u2019s name?<\/p>\n

As I heard explained at two fascinating TESOL workshops for EFL material writers at the 2011 conference in New Orleans, the current practice for EFL publishers is to simply collect all the possible objections, adopt the \u201cred lines\u201d of all countries, and uniformly impose these taboos around the world. The default advice for EFL material writers includes prohibiting not only politics, alcohol religion, sex, and nudity (predictable), but also mention of luck, negative emotions, Israel, gender roles, and pork.<\/p>\n

Here are some memorable examples. One EFL materials writer detailed how he had to drop a chapter on bad luck because it implied that God wasn\u2019t in control of events and might encourage superstitious thinking. Another writer told TESOL participants about having to drop a health chapter which included a \u201cno smoking sign\u201d because it implied that smoking was a choice. Another presenter felt proud that he was able to list \u201cnegative emotions\u201d such as \u201cbored\u201d, \u201ctired\u201d, \u201cunhappy\u201d when outnumbered by positive adjectives by a 3-1 margin in a chapter on feelings.<\/p>\n

Evidently, many educational bureaucrats evidently place creating a \u201charmonious society\u201d and teaching conformity above actual language acquisition or student expression. Shock, shock. The ban on mentioning Israel comes from \u2013 as demonstrated in the Saudi Arabia classroom that sparked this informative discussion among TESOL professionals \u2013 the fashionable desire to see a democratic, successful nation abolished among many Arabs. Many British publishers have also found many Arab countries, including several former colonies and a few royal kingdoms the British Empire helped create after WWI, \u00a0to be \u00a0important, lucrative EFL markets. The predictable result: pandering to local prejudice and the systematic omission of positive references to Israel.<\/p>\n

Naturally, printing world maps that ignore the existence of a small country is also an explicitly political decision so the \u201cavoid politics\u201d advice is a tad dishonest here. Further, as the son of a Holocaust survivor, I find the strange belief that every group deserves a nation except Jews pure bigotry and fashionable group hatred. Yet, for worse or for better, this quasi-official ban seems to be widely adopted by many British EFL publishers. (American textbook\u00a0 publishers, perhaps inspired by a federal law that prohibits honoring the Arab boycott of Israel, don\u2019t appear to follow this particular practice.)<\/p>\n

Yet rather than focusing on the passionate politics of the Mideast, let\u2019s remember that the largest clients often dictate content in many fields. And governments and their education ministries remain, by far, the largest clients for international educational publishers. In fact, educational ministries\u2013 especially in closed, dictatorial societies where teaching critical thinking is more than discouraged, censorship taken for granted, and English often viewed with some lingering suspicion as an old imperial tongue \u2013 hold exceptional power to approve or veto EFL textbooks. Focusing on pleasing these clients, many American and British publishers have chosen to adopt all the \u201cred lines\u201d of various cultures. Unfortunately, this current practice ends up imposing the safest, narrowest paradigm on all their international clients \u2013 across the globe. The Saudi standard becomes the standard for French, Brazilian, Japanese, and Korean\u00a0English language learners<\/a>\u00a0too.<\/p>\n

After all, efficiency matters in publishing too. From a publisher\u2019s perspective, creating one core EFL textbook and making very minor tweaks (usually illustrations) for each region works just fine. The downside, as many of us know from personal experience, is the resulting product often becomes bland, often fails to engage students, and effectively allows the most closed societies to dictate content across the globe. Both\u00a0English teachers<\/a>\u00a0and their students lose access to more meaningful, reflective, and accurate information and wider, more modern and tolerant perspectives.<\/p>\n

Yet satisfying student interest is far less important from a global sales perspective than meeting a ruling regime\u2019s dictates to re-enforce local beliefs and uphold the political status quo. These larger concerns translate into many boring EFL textbooks that both pander and overlook local cultures by promoting a one-size fits all\u00a0English language learners<\/a>\u00a0textbook. As of now, many of these well-known EFL titles still manage to sell huge numbers \u2013 and avoid dozens of engaging topics that directly relate to students\u2019 actual lives, experiences, and hopes.\u00a0 For instance, English students in poor Asian, African, and Central American countries currently have to learn about housing vocabulary written from an abstract, universal perspective with examples from London, New York, and Tokyo.\u00a0 How relevant, appropriate, or accurate will the housing vocabulary be?<\/p>\n

Yet there is a better, smarter, and more culturally sophisticated way to both acknowledge the political realities of working in closed societies and create more engaging EFL textbooks that express and reflect national cultures. We could develop more appropriate EFL materials that authentically reflect the actual life experiences and aspirations of\u00a0English language learners<\/a>\u00a0in their current context.<\/p>\n

See sample chapters from Compelling American Conversations here.<\/strong><\/a><\/p>\n

Ask more. Know more. Share more.
\nCreate Compelling Conversations \u2013 in English!
\nwww.CompellingConversations.com<\/a><\/strong>.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

How can English teachers working abroad and international English textbook publishers both respect local cultures and create more engaging English classroom lessons? The challenge may be more complicated than you might 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