The Analysis of ‘English for First Year’ Textbook Explicit Nature for a Suitable English Learning in Burkina Faso

The present research is conducted to examine the explicit nature of the materials of an English language textbook ‘English for First Year’, used at Secondary School in Burkina Faso in class of 6e. The study aims to identify the external aspects of the textbook materials that favor or disfavor the teaching and learning process. To achieve this aim, some aspects of the administrative concerns, physical make-up, and internal organization, essential in a pedagogical viewpoint from the textbook were selected. The research used a simplified version of A. Littlejohn’s (2011) analysis of materials procedure. Besides, a questionnaire was addressed to 60 EFL teachers. In addition, 12 students and 4 pedagogical supervisors were interviewed. The results revealed that ‘English for First year’ is the main and only textbook prescribed for English learning and teaching in the related classroom. However, its physical make-up is not attractive and, more critically, it is free of a standard pedagogical methodology. The evaluation process revealed that the deficiencies of the textbook prevailed over the benefits. Though accessible with a certain clarity of the content, the textbook failed to inform about its aims, approaches and methods, to promote autonomous use and learning, provide supplemental materials, and manage visuals, colors, cultural sources and learning procedure. These shortcomings take teachers away from using the textbook and jeopardize the process of English learning and teaching in 6e classroom. As a conclusion, the textbook is not suitable for the related learning context, then, it should be withdrawn.