Better English with Alternative Texbooks? The Educational Reform in Romania

Better English with Alternative Texbooks? The Educational Reform in Romania

This paper is a sort of report based on the investigation of an extremely topical issue, namely the opinion of English teachers concerning the use of alternative textbooks in post-communist Romania. Before 1998 English was taught in schools with the help of one set of textbooks edited by a Romanian publishing house, to be used over the five possible years of studying English. Alternative textbooks for pupils have been in use in Romania since September 1998. How successful has their introduction been?

In 1998 the Romanian market has been invaded by eye-catching sets of books for learning English. They brought out a completely new concept, that of variety, of the opportunity and the necessity to choose. The Revolution of 1989 marked the end of the communist era in Romania and the seed of democracy appeared in all institutions. Freedom of choice and multiplicity are symptomatic attributes of democracy. The Romanian democratic society is rather young compared with the emblematical utopia of the American dream, for instance, so our society needed to adapt itself to more challenging conditions.

Are we open to variety when it comes to the books used in schools for teaching English, or are we reluctant to it? The central question of the research was What do teachers of English think about alternative textbooks? In order to obtain an answer to this question I combined two techniques, the self-administered questionnaire – not as much a method as an instrument (Rotariu, Ilut, 1997:48) - and the interview. The standardized character of the former counterbalanced the semi-structured character of the latter. Secondly, the aim of the interviews was to provide explanations of issues not fully clarified in the questionnaires.

The above mentioned central question required answers to more complex questions, such as:

Are alternative textbooks better than a single textbook?

How did teachers adapt (if at all) to the new teaching methodology brought about by the new textbooks ?

What are the ‘weaknesses’ of the new textbooks ?

What do the teachers think about the limitations imposed by the Ministry?

What alternative textbooks do they use ? (taking into account that, from one form to another, English is taught, for the same year of study, from two up to eight classes a week).

How do they evaluate (choose) a textbook?

All these themes describing the main research topic were broken down and translated into the thirty four questions that made up the questionnaire. Thirty teachers of English answered the questionnaire and five were interviewed.

The Education Reform Project became operational in 1994, as a result of several years of ‘negotiation between the Romanian Government and the World Bank, being co-financed by the two: the refundable loan was $50,000,000 and the contribution of the Romanian government was $23,500,000’ (Georgescu 2000:13). The Reform was meant to help the educational system get rid of its weak points. One of the most visible changes has been, so far, that concerning the alternative textbooks.

The Ministry of National Education started from the premise that unique textbooks were inconsistent with the new context brought about by the curricular reform, and elaborated a new policy concerning textbooks. The long-term objective of the new strategy was to allow a free market of school textbooks, relating not only to the international standards but also to those traditions of the Romanian educational system that had proved their viability along the years. In 1995 the first alternative textbooks were published and thus, one educational tradition, that of the monopoly of a single publishing house, was resumed. The teachers, the pupils and, to some extent, the parents had to opt for one of the textbooks that had been selected from those offered for evaluation by publishing houses.

Who evaluated the textbooks? The Ministry suggested that the offer of approved books should go back to three per subject, for each year of study, so the concept of free market is in fact a mixture between choice and controlled selection. A National Council for Textbooks Approval (CNAM) was appointed in 1995. It has seven members named by the Ministry and they have to select commissions for evaluation for each subject, made up of teachers. ‘Publishing houses submit their manuscripts for approval, having recommendations from at least two reviewers, and the CNAM rejects or approves them according to several criteria.’ (Marga 1999:8)

Are alternative textbooks better than a single textbook?

Most of the respondents think that the Reform has been successful as far as the introduction of the alternative textbooks is concerned. One of the ideas that respondents seemed to automatically associate with alternative textbooks was freedom of choice. This concept is imperative because neither the teachers nor the pupils are identical. There can be no advantage in using the same textbook with all pupils since interests and abilities differ. The only viable solution, should a single textbook be ‘chosen’ – as it had been up to 1995 – would engage a considerable amount of work on the part of the teacher.

‘Why deliberately restrict alternatives? Why go back? If there was only one book, we (the teachers) would have to create alternatives to it ourselves. What else would you call the adjustments the teacher would have to make? All the photocopies, pictures and cassettes they bring to class…a completely new textbook altogether’. (I1)

With the new books, a lot of this work has already been covered and the responsibility of the teacher increases, because s/he has to choose the best alternative textbooks for the pupils. ‘Alternative textbooks allow for interpretations. Both the author and the teacher have to organise the book and, respectively, the book and the class, to make sure that, in some teachers’ words ‘make sure that everything goes well.’ (Q33)

According to most of the respondents, ‘goes well’ entails that the textbook be accessible, i.e. that it give up some of the academic overload typical for the unique textbook. With the alternative textbooks we are offered a number of colourful, tastefully printed books that appeal to both teachers and students. They are much better organised; they enable active teaching methods and encourage pupils to be curious, to create rather than to reproduce. Creativity is of particular importance in high-school, when no compromises are to be allowed in shaping a person’s cultural background. If critical thinking is to be encouraged at a time when the individual is assailed with undifferentiated offers typical for a free market, centralised education is obviously no longer functional and, consequently, no longer legitimate.

How did teachers adapt (if at all) to the new teaching methodology brought about by the new textbooks?

Traditionally, information was envisaged as an end on its own. This resulted in a rigid selection of materials, in standardised and self-sufficient interpretations. Alternative textbooks, on the other hand, allow for differentiated skills to guide the educational process. ‘both teachers and students feel they do something they themselves chose to and children become more motivated to learn.’ (I2)

As far as adapting to the pace of the Reform is concerned, the main question was: How important is the teacher’s age? The data proved that being open to changes and willingness to act, as opossed to unconditioned acceptance, had little to do with age. ‘I don’t think age really matters. I have older colleagues who were just as glad to get rid of the old textbook as I was. It’s rather a question of temperament’. (I3) Being of age means having more experience; younger teachers are more energetic – there are advantages and disasvantages on both sides.’(I5)

There is a counteroffensive going on against the implementation of this educational reform. The tendency to ‘look backwards’ has a lot to do with the inertia that characterises the aged teaching staff in our schools. One teacher argued ‘old habits die hard. I don’t blame them (those teachers). It’s just that when you’ve taught for twenty years according to the same rules, all these freedom may be a bit difficult to cope with.’(I2)

What are the ‘weaknesses’ of the new textbooks?

The weaknesses of alternative textbooks were pointed out by a second category, that of the teachers who do not deem so highly of the reform. This category is not as highly represented as the previous one. ‘Not so highly’ is an umbrella term for all those who think that:

alternative textbooks have both advantages and disadvantages

there are absolutely no advantages in using alternative textbooks (8 percent of the    total number)

An important conclusion reached during the process of analysis points out that, despite the optimistic ministerial reports, the curricular success is an illusion The curriculum is much too comprehensive, too dense, and the noticeable consequence is the unnecessary congestion of textbook with information. ‘We sometimes have to use the same alternative textbook two years in a row if we want to finish it.’ (Q46)

Too extensive use is made of vocabulary items. There are cases when certain words included in a text are not listed in any dictionary.

Less stress is laid on theory in some alternative textbooks while others overestimate the role of grammar to the detriment of developing speaking skills through the practice of language in familiar situations. The overuse of one does not guarantee mastery of the other. In addition to this, teachers complain about the lack of grammar exercises, obscure terminology, academism and lack of structure when it comes to literature items.

The main concern expressed by respondents is that, although all the textbooks were conceived according to the same syllabus, a lot of confusion may arise from interpretations. Nevertheless, ‘there’s no room for subjectivity when it comes to coaching pupils for an exam. Exams act like a drawback on the reform because, contrary to the standards set by the Ministry, the methodology of evaluation still relies on measuring the ‘acquisition of irrelevant details.’(I4) According to I2, ‘all examinations should rely on conversations. Less attention should be paid to the written test.’ ‘Cambridge exams are a good example’ I4 maintains. ‘they test the communicative skills of pupils, while we give low marks because somebody forgets how many plays Shakespeare wrote. We overestimate the pupil’s capacity to memorise things.’

Whether arduous supporters of the reform or totally against it, teachers embrace the idea of improving the present textbooks:

More dialogues and literary texts should be added.

Each lesson should end with a list of new words.

Games should be included in high-school textbook

Grammar exercises related to real-life situations

More topics for conversation should be introduced

Differentiations must be made according to specialisations, as there are high schools where, during the four or five weeks of ‘practice’ no classes are taught.

Technical vocabulary items should be taught.

What do the teachers think about the limitations imposed by the Ministry?

Another issue of crucial significance is the number of textbooks. 60 % of the questioned sample disagrees with the decision that limited the number of approved textbook to three. ‘Why should the Ministry choose for us?’ asked I2, while one answer to Q36 was that ‘the three textbooks will gradually turn into a stereotype.’

The minister’s decision is abusive and has nothing to do with improving the quality of the educational system. Moreover, it utterly opposes both the reform and the principles of a free market. Once the market is no longer free, there will be no more competition, the access of authors and publishing houses on the market will be affected and one of the resulting concerns is that we might return to the single textbook. ‘ Sure, let’s get back to that insipid textbook. Let’s nor risk anything […] one book, three similar books, it’s exactly the same thing.’ (I2) The same respondent was virulent against the recently adopted policy of giving the material aspect a greater significance in the evaluation process. ‘[…] now she (the minister) decides that it is not the quality of a textbook that matters, but whether the publishing house manages to fool us with a phony price.’ (ibid.) The minister’s concern that textbooks might soon turn into a source of profit for publishing houses is not founded because the publishing houses cannot control the market. The natural outcome of allowing an open competition would lead to the disappearance of poor quality textbooks from the market. Teachers are wondering whether corruption is again the main drive of the system. Their conclusion is only natural, since a prestigious publishing house (Macmillan) was given a poor mark for the quality of its products and the points its textbook received ranged from 2 to 8, creating thus the suspicion that the procedures of evaluation were not consistent or that the evaluators were not honest.

A disquieting question arises: how are we to know that the three books are the best? One of the main worries of those who see things from behind the desk is that the evaluators lack the knowledge related to child psychology and teaching methodology. ‘it seems some of them have lost contact with the reality in schools in the country.’ (Q10) ‘I have had the opportunity to see other textbooks which are very good but have not been approved.’ (Q13)

In spite of these doubts, the questionnaires show that the category of teachers who trust the expertise of official evaluators is high. They think that evaluators have been chosen due to their teaching experience. Nevertheless, both categories agree that a competent choice entails efficient methods of selection from their part, too.

What alternative textbooks do they use ? (taking into account that, from one form to another, English is taught, for the same year of study, from two up to eight classes a week)

Another major point of concern is that of deciding whether to use the same alternative textbooks or not, according to the intensive or non-intensive level of English.

The teachers who chose the same textbook ground their option on the pupils’ motivation to learn: ‘I don’t think that classes with a low level of English should expect any indulgence; this would lead them to understand that no progress is required from them.’ (Q20) They compensate for the insufficient material with additional grammar and vocabulary exercises.

The other category think it more productive to make a clear option at the beginning of the school year and use more difficult and more condensed textbook for classes with intensive study of English.

Foreign publishing houses are more highly appreciated than the autochthonous ones. This is partly because ‘we don’t know how to sell our merchandise’. (I4) Foreign publishing houses are favoured because of the emphasis they place upon the appearance of the textbook. The paper used is of higher quality, the pictures are more suggestive and varied, and the cover is appealing to both teachers and pupils.

From the point of view of the informational content there are two types of textbook: those written abroad, not necessarily for Romanian pupils, and those written for Romania. The former, though significantly more accurate from a methodological point of view, have little to do with the ‘Romanian realities’. The latter still bear the heavy mark of an academic style that our educational system apparently cannot get rid of. We are still tributary to an utopical ambition: that of knowing (and teaching) all there is to know. Quantity is still more important than quality. ‘Foreigners aim for less and accomplish more. Their pupils are not inhibited when they have to engage in a conversation, even if they have no idea about the difference between the Conditional and the Future. It’s the other way round with our children.’ (I5)

Foreign alternative textbooks are reproached with an inadmissible lack of literary texts. ‘These books are more pragmatic in nature […] and deal with everyday problems rather than with literary issues.’ (I2) Is this good or bad? Well, both. To begin with, pupils are more interested in learning about subjects such as biographies when the example deals with Gloria Estefan’s career (see Matters – Upper-Intermediate). Secondly, if literature is almost ignored in the student’s book, it is, with very few exceptions, dealt with in a Literature Companion. This is of particular significance with respect to the intensive classes, where pupils are already familiar with most of the grammar rules and are further presented with an image of a foreign culture and civilisation. Original English textbooks are like ‘ a breath of fresh air’. First of all, they are edited by native speakers of English. Secondly, they are always accompanied by a set of cassettes with original texts.

Furthermore, an important criterion that guides the process of selection is tradition, namely the experience that foreign publishing houses have in elaborating textbooks for teaching/learning English.

The negative side to all this is the higher price. If English textbooks printed in Romania are as expensive as those for other subjects – approximately € 5 – the price of foreign textbooks is three times higher. Considering that an Activity book costs as much as a Romanian textbook, the conclusion is that Western textbook are for Western wallets.

How do teachers of English evaluate (choose) a textbook?

As to the actual choice of the alternative textbooks, the questionnaires revealed that, while some teachers rely on their experience and common sense in finding methods to evaluate the offer, others take part in conferences, read journals, attend courses and talk to more experienced colleagues.

The teacher assumes a great responsibility when opting for a particular textbook. Some of the main factors influencing the process of selection are the level of pupils, the informational content and structure of the book, its price, the quality of the paper, the pictures. ‘most of the textbooks show a deficit from the point of view of organisation. The curriculum […] is much too comprehensive, and textbooks have to cover it. We must adapt the textbook to our needs and to those of our pupils.’ (I5)

An interesting solution was offered by 11, who, two years ago, had opted for two textbook which she used with two different classes of the same level of English. One year later she could appreciate which was more appropriate. If each alternative textbook had been piloted before being marketed the results would have determined the legitimacy of its implementation.

12 said that she chooses the books according to the immediate purpose of the pupils. ‘if they prepare for the Baccalaureate (the high-school graduation exam), conversation and basic grammar rules are sufficient.’ textbooks that contain detailed literature items and complex grammar exercises are preferred in the case of classes with intensive study of English, or when more difficult exams – such as the University entrance exam – are involved. As far as Cambridge, Toefl or Oxford exams are concerned, the preparation is best to do using the alternative textbooks published by foreign publishing houses because these are conceived according to the same principles as the exams. To be more explicit, the books consolidate the communicative skills whereas the exams evaluate the extent to which these skills have been developed.

Teachers usually skim the textbooks and discuss their opinions with their colleagues if they want to maintain a certain degree of consistency within the department. Some teachers use textbooks that have not been approved by the Ministry because they think they are more appropriate.

As major beneficiaries of the reform, pupils play a significant part in the process of selection. For example, classes are organised into teams that evaluate the alternative textbooks from various points of view and give them points. They feel thus more involved and have more confidence in a system which has given them a choice.

Alternative textbooks were first made use of in high-schools in 1998, and the four years that have elapsed gave teachers the opportunity to study the offer, partly pilot it, and decide on the alternative that best suited their needs.

The majority of the teachers think the implementation of alternative textbooks was beneficial for the educational system in Romania and acted as an impulse upon it. They are pleased with the alternative textbooks they chose at the beginning of 2002. They proved to be competitive from the points of view of informational content, presentation, congruence with the level of the class, price etc. last but not least, they eliminate the risk present up to their introduction, that of falling in a routine.

On the other hand, the question has become highly politicised. Frequent and not always justifiable changes lead to confusion and this results in a lack of confidence in the instances of the government. The problem of what alternative textbooks to choose and how to do it should be investigated from the point of view of teachers and pupils. Are the criteria imposed by the Ministry grounded? Only a thorough market study can determine that. Economic conditions may well dictate that the expensive alternative textbooks be eliminated from the market, but this is not for the Ministry to establish.

Most of the teachers prefer to make their own choices. The present study demonstrates that they have the knowledge required to do this. However, there is no merit in this for the Ministry, since specialised courses are scarce. Instead of wrongly restricting the number of approved alternative textbooks, the minister might allot more money for further training the teaching staff to ensure the premises of accurate selection.

References

Georgescu, D. (2000): The Educational Reform – Necessary Information. In: The Informational Issue on the Educational Reform Project, No.10/February

Marga, A. (1999): Order No.3831 from 14^th May 1999 Concerning High school Textbooks Approval. In: The Informational Issue on the Educational Reform Project, No.5/September

Rotariu, T., and Ilut, P. (1997): The Survey. Theory and Practice. Iasi, Polirom