an evaluation of the reading-wiriting connection in the third year secondary school textbook"new prospects"

Abstract

The present piece of research aimed at examining the way reading and writing are taught in the Algerian secondary schools .Most particularly, it is concerned with the evaluation of theeffectiveness of Third year secondary school textbook “New Prospects” in articulating and promoting the relationship between reading and writing and the teachers’ perception and views towards this relation. In order to validate the results of this study, three research instruments were employed: Textbook evaluation of third year secondary school textbook “New Prospect”, a classroom observation of third year secondary school classes and a questionnaire which was administered to 20 secondary school teachers who taught third year classes. The evaluation of “New Prospect” revealed that reading and writing connection is not adequately introduced in the textbook .Moreover, the results of teachers’ questionnaire and the classroom observation showed that the majority of participants in our sampling are aware of the importance of connecting reading and writing and its role in developing students’ language proficiency. However, a tiny minority of them attempt to establish this connection in their classrooms.