Abstract:
This study explores the critical issue of the suitability of English textbooks to primary
School learners in Algeria. The quality of English textbooks plays a pivotal role in shaping
students' language proficiency and cognitive development during their formative years. This
investigation employs a mixed method approach, combining qualitative and quantitative data
collection tools, including interviews, textbook evaluation checklist, and learner’s profile forms.
The study evaluates the alignment of the textbook with the curriculum standards, their
readability, cultural relevance, and pedagogical effectiveness.
Furthermore, it investigates the perceptions of teachers and students regarding the
appropriateness of this particular textbook. Preliminary findings suggest that while English
textbooks have improved over the years, there remains a need for ongoing assessment and
adaptation to better cater to the diverse learning needs of primary school learners. This
research provides valuable insights for educational authorities, curriculum developers, and
educators to enhance the suitability of English language textbooks in the primary school level,
ultimately leading to a more effective English language learning environment.
Key words: textbook evaluation, checklist, third year primary school pupils, and the physical
and academic aspects evaluation.
