Schwab, Susanna (2024). Moving away from a one-size-fits-all approach when using prescribed ELT materials. In: IATEFL 2023 - Harrogate Conference Selections (pp. 142-144). IATEFL

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During my IATEFL Conference talk, I first shared some findings from a recent research project (2018–2021) on teachers’ use of a prescribed textbook, before I continued with highlighting two findings that went beyond answering my research questions. For the research project, I investigated how primary school teachers use a prescribed textbook in Switzerland. To address the three sub-questions: 1) how teachers perceive their role using a mandated textbook; 2) to what extent teachers adhere to the textbook; and 3) which methods teachers employed to adapt the textbook, three main data-collection strategies were used: pre- and post-observation interviews; classroom observations; and document analysis.
Data analysis focused on six primary school teachers who taught the same unit of the textbook New World 1 (Arnet-Clark et al., 2013). To work their way through Unit 2, teachers used between 10 and 16 lessons and employed different teaching strategies. The unit consists of a total of 64 activities. One teacher used 45 activities unchanged, whereas the other five teachers employed between 24 and 28 activities unchanged. The activities that teachers left out most often led to the first finding that went beyond answering the research questions.

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