This article presents some conclusions of a study that analysed eight entry level textbooks, adopted for the teaching of four Romance languages (Portuguese, Spanish, French and Italian) in a German university context: Freie Universität in Berlin. Following Littlejonhs’s (1998; 2011) framework for analysing materials, we highlight the way the principles of textbook development are reflected in the adopted approach, as well as the role they assign to the student, to the teacher, and to the textbook itself in the learning process.
|Number of pages||6|
|Journal||Folio - Materials Development Association|
|Publication status||Published - 2016|
- Second language teaching