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RESEARCH NEWS .

Values added course books? How the topics we

teach have changed in the last twenty years

LOZ PYCOK

The Neo Liberal revolution: seen in Trafalgar Lane, Brighton

By Gillian Ragsdale from Streamline English (Hartley & without reference to societal factors at members of a westernised,
Viney, 1978), an intensive course that may present obstacles (such aspirational middle class.
Since the 1990s, ELT textbooks for lower-level students, using the as inequality or discrimination). Coursebook writing is heavily
have increasingly embodied present tense in a vignette of a In short – neoliberal assumptions prescribed in order to meet the
neoliberal assumptions, claims young person who has just started dominate the material. demands of this market, but
Keith Copley’s qualitative analysis work: ‘Because I’m new, I have to Low-paid work is presented as Copley (and others) argue that
of popular and influential ELT make the tea. I have to work hard… a brief interlude or stepping stone this does not entirely explain –
courses from the last 40 years. I’m only happy at weekends. I don’t rather than an end in itself. There nor can it justify - the neoliberal
Teaching any subject often have to work then.’ (Streamline is no mention of poor employment assumptions of many coursebooks.
carries with it a transfer of English, Hartley & Viney, 1978). prospects or working conditions – As education itself has become an
cultural knowledge and, more Ordinary working-class at least not in English speaking- increasingly marketable commodity,
controversially, cultural influence. characters (as opposed to high- countries. both education and educational
Language teaching is earning professionals) are The general aim of language publishing not only reflect
particularly prone to such pressure. frequently depicted, and there learning is now to maximise socioeconomic trends – they are
In published coursebooks, the is even discussion of how people employability and professional part of those trends in themselves
characters and settings included, might act collectively to improve success: the communication and help to create the market
and those excluded, create an their conditions and protect their context has narrowed. Copley demand in a self-serving cycle.
overall impression of ‘everyday rights, as in this further example contrasts Hartley and Vine’s Neoliberal assumptions are just
life’ and promote certain values taken from Challenges, an ESOL worker of 1978 with this cheery one example of the many influences
and beliefs. coursebook aimed at adult waiter from New Headway that educational materials such
Copley’s study is a content migrants: ‘It is important that the Intermediate (Soars & Soars, as published course books can
analysis of neoliberal attitudes conditions of work should be as good as 2012): ‘My favourite day of the week bring to the classroom. It could
displayed in 12 popular and possible. Sometimes these are worked is Friday, even though I work that be argued that the earlier course
influential ELT coursebooks out by management and workers day. It’s the best night because all my books also carried a socio-political
published in two time periods: together, but in many workplaces mates come into the restaurant and agenda – just a different one (and
1975-1982 and 1998-2014. every change must be fought for. we have a great laugh. There’s a real one that many practitioners at the
Forty years ago, in the late 1970s, Would you make a good representative buzz to the place, and it doesn’t feel coalface of education may have
ELT publishing expanded and for the workers? Answer the questions like work at all. Time just flies by.’ more natural sympathy with).
embraced relatively new language below about yourself.’ (Challenges, (New Headway Intermediate, Soars Studies such as Copley’s serve
methodologies, breaking away Abbs & Sexton, 1978) & Soars, 2012) to remind educators to be aware
from the previously more formulaic From the 1990s onwards, Copley This move towards maximising of any such assumptions and not
presentation style, and introducing found that the tone of the material employability is at least in part to let them go unnoticed – or
ideas of notions, functions and changes and the characters become driven by market demands – from unchallenged.
communicative learning more privileged and aspirational. both employers and middle-class
According to Copley’s analysis, There is an increasingly optimistic students in private language REFRENCE
coursebooks from the 70s and focus on the opportunities for schools. Since the coursebooks ■ Copley, K. (2018) ‘Neolib-
80s readily discuss the realities of individuals to compete and succeed examined by Copeland are almost eralism and ELT Coursebook
the working class, including poor in the global marketplace for all aimed at the market for young Content.’ Critical Inquiry in Lan-
pay, unemployment, stress and employment, depending on their adults in private language schools guage Studies 15(1): 43-62, DOI:
dissatisfaction. Here is an example personal skills and motivation – but they are by definition aimed 10.1080/15427587.2017.1318664
12 January/February 2019