Anti Textbook Versus Pro Textbook

916 Words4 Pages
Anti-Textbook versus Pro-Textbook

This section will develop an insight into textbooks debate from content, cultural and motivational points of view as the major distinguishing factors of two opposing arguments. The three factors will also be the major discussion points of the research objectives of this study, which will be underlined by the differences in attitudes and perceptions of teachers on content, motivational aspects, and cultural values in textbooks.


The danger with the ready-made textbooks is that they can seem to absolve teachers of responsibility. Instead of participating in the day-to-day decisions that have to be made about what to teach and how to teach and operate the system, secure in the belief that the wise and virtuous people who produce the textbook knew what was good for us. Unfortunately, this is rarely the case. (Swan, 1992)

The statement summarises the significant deficiencies of the textbooks. They do not only inhibit the teacher creativity with ready-made packages of resources, but they also present ‘poor compromises between what is educationally desirable and financially viable’ (Sheldon, 1988, p.237). The anti-textbook argument puts forward that, with the increased popularity, the global textbooks have become even more oppressive, turning the language learning into a ‘standardised language content that results in marketable improvements’ (Hadley, 2014,p. 209-10). The most outspoken opponents of the global textbooks accuse
Open Document