Using coursebooks effectively

Nancy Campbell; Andreas Kaplan

doi:10.25364/978-3-903374-05-8

Using coursebooks effectively

Authors

Nancy Campbell University of Graz

Andreas Kaplan BG/BRG Stainach

DOI: https://doi.org/10.25364/978-3-903374-05-8.007

Synopsis

In this chapter, we ask the following questions:
What is the role of coursebooks in Austrian ELT classes?
What can teachers expect their coursebooks to contribute to their teaching?
What can teachers not expect from coursebooks?
How can teachers entering the profession use their coursebooks effectively?
How does effective coursebook use develop as a teacher gains more experience?

Author Biographies

Nancy Campbell, University of Graz

Nancy Campbell was a senior lecturer in linguistics and English language in the Department of English Studies at the University of Graz until her retirement in 2018. She taught English in a school in Scotland before coming to Austria to teach, firstly, at the University of Klagenfurt and then at schools in Mistelbach (Lower Austria). She started teaching at the University of Graz in 1986, and held in-service sessions for teachers for many years. She was also the department coordinator of an inter-national joint master’s programme.

Andreas Kaplan, BG/BRG Stainach

Andreas Kaplan is a secondary school teacher for English and chemistry in Styria. In addition, he is a teacher trainer at Pädagogische Hochschulen (University Col-leges of Teacher Education) in Austria and one of the authors of the way2go! course-book series for Austrian academic upper secondary schools. He has contributed to several initiatives and publications by the Austrian Ministry of Education dealing with English teaching and testing. His main professional interests are standardized assessment in practice as well as assessment literacy and its benefits for the class-room.