Material Analysis (Example #6: Family Photos)
Eales, F., & Oakes, S. (2012). Speakout starter students’ book (1st ed.) (p. 18). Pearson.
Part I: Describe the material, the context, and learners
UK: This material is designed for multicultural learners of English at a beginner level, specifically young learners aged 7 to 10. Their motivations for learning English may include parental or curriculum requirements, though their personal interests are not clearly defined. The material focuses on teaching family-related vocabulary to help students talk about their own families.
Part II: Evaluation of the material
2.1. Evaluating the material from the teacher’s perspective
UK: The themes and objectives of the material are clear, focusing on subject-verb agreement and family vocabulary. However, instructions are absent, which may make it challenging to implement. The material is designed to guide students through a story using pictures and letters, but it lacks flexibility for diverse classroom needs.
2.2. Evaluating the material from the students’ perspectives
UK: The pictures in the material lack authenticity for students from outer and expanding circles. While the depiction of traditional families with mothers, fathers, and extended family members may resonate with some Asian contexts, it could be offensive to students from non-traditional families, such as single-parent, same-sex, or transgender families. The Eurocentric table manners shown may also feel unfamiliar or exclusionary to some learners.
2.3. Evaluating the material in terms of praxis
UK: The material reinforces several stereotypes, such as females being portrayed primarily as housewives responsible for cooking and serving, and families being limited to traditional mother-father structures. This ignores the diversity of family roles and dynamics. The material also centers white families, promoting cultural hegemony, and overlooks people with disabilities or those without families, functioning as an ideological tool that excludes marginalised experiences.
Part III: Adaptation
UK: To make the material more inclusive, we suggest:
- Using an extract from the series “Modern Family” and asking students to draw a family tree based on diverse family structures.
- Encouraging students to draw the type of family they find most interesting, allowing for personal expression and representation.
- Sharing the first half of the story “Tango Makes Two/Three” and asking students to imagine what happens next, promoting creativity and inclusivity.
- If time and resources allow, teachers can replace the photos with more diverse and representative images.
- If working with vulnerable groups, such as orphans or students in charitable institutions, teachers should avoid this topic to prevent discomfort or emotional distress.