An evaluation of the presentation and practice of reading skills in interactions in english 6ème

Abstract

This study is an evaluation of the presentation and practice of reading skills in Interactions in English 6ème, a textbook designed for teaching English language to sixième (6e) students in General Secondary School of the Francophone sub-system of education in Cameroon. The case study comprises two schools: GBHS Etoug-Ebe and Lycée de Biyem-Assi. The participants are made up of 251 students of four sixième classes and their English language teachers. The study makes use of a textbook evaluation checklist adapted from Cunningsworth, Sheldon, Grant and Williams and also uses questionnaires and interviews. It equally includes assessments by the researcher. With reference to the findings on one hand, the reading comprehension passages selected in Interactions in English 6e are at the level and age range of the learners and they are varied in genre. Moreover, the passages are appropriate in length, the instructions are clearly stated and the passages are socially and culturally appropriate. Furthermore, the textbook integrates other language skills, although not to the same extent and the reading passages in Interactions in English 6e fulfill the requirements of the national syllabus for language instruction in Cameroon. On the other hand, only a few of the reading passages are interesting to the students due to the lack of interest in some of the topics. Also, the passages do not always reflect real life situations. The presentation of some of the reading passages is not quite appropriate to raise students‟ attention since the pictures accompanying them do not always help their understanding and some of the passages lack pictures. In the light of the above weaknesses, recommendations were made.