Analysis of Pakistani TESOL Textbooks through Syllabus Design and Evaluation Models

Abstract

The study is destined to appraise the TEOL textbooks of Pakistan through the syllabus design and evaluation lens models. It is anticipated to uncover the pedagogical practices that contour language instruction. It exploits a qualitative descriptive approach to synthesise the findings of the studies to interpret the plus and constraints of existing textbook practices through an evaluation lens, i.e., content analysis, checklist, and readability assessment. The study evaluates how syllabus design and assessment metrics replicate learners’ cultural engagement with pedagogical coherence. The interpretive conclusions of the study are reminiscent of the notion that some textbooks are aligned, but many falls short in terms of fostering multiliteracies and culturally responsive practices. The study is substantial in terms of on-going textbooks reformed discourse by offering learners’ specific and inclusive TESOL textbooks development in Pakistani context.