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Currently, I teach elementary and junior high school students in Japan. Both levels use nationwide standard textbooks. As the 2020 Tokyo Olympics approach and Japan seeks to assert itself as a country that prioritizes English-learning, these textbooks are changing. As such, this past year has been full of conversations comparing/contrasting different textbooks.
While the text describes general textbooks intended for all nationalities, the textbooks I have experience using have all been heavily focused on Japanese learners. That's been my favorite part of the texts. On the other hand, the accompanying audio/visual materials and the sample lesson plans have been maddening. Not confident in their abilities to teach English, many Japanese teachers who are working to plan English lessons turn to these very basic, boring lessons provided by the textbook. For nearly two years now, I've witnessed the problems the text addresses about being unbalanced in the usage of authentic/constructed materials.
No matter how good/bad a textbook is, teachers can enhance lessons by omitting, replacing, supplementing, and adapting portions of the coursebook to engage students. This unit has been a great reminder to me to keep searching for new and relevant materials--to keep updating activities and lessons, rather than teaching things the same way one semester as I did in a previous semester.
