A cross-country comparison of textbooks offers valuable insights into educational expectations, pedagogical traditions, and practical approaches in different nations. This study employs document analysis method to compare eighth-grade English textbooks from Nepal and Sri Lanka. The comparison examines composition, content, diversity of genres, and authenticity of the texts to determine the extent of their alignment with national curricula and local contexts. The comparison found that Nepal’s textbook, a 191-page single volume with 18 units, has followed a highly structured functional approach where all four language skills include the same sub-units, grammar, and language skills. In contrast, Sri Lanka’s two-book system, with a total of 187 pages and 10 units, adopted a richer, diverse activity-based textbook with various exercises. The comparison suggests a focus on uniformity of sub-uits in Nepal's textbook and a wealth of variety in genres (poems, dialogues, and somewhat authentic texts) in Sri Lanka's textbook. Both textbooks include content from local cultures as well as from the global English corpora. The comparison highlights Nepal's preferances for structured textbooks against Sri Lanka's flexible ones. It concludes that these state-produced textbooks will determine the policies and practices for teaching English language in both of the countries.
Bohara et al. (Tue,) studied this question.
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