The Suitablility of the Third-Year Primary School English Textbook to the Algerian Learners : the Case of Primary School Learner at the City of Bouira

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.