Theorising Textbook Adaptation in English Language Teaching

Even though textbooks are a central component of the daily instructional practice English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) in classroom. This gap is aggravated by fact that terminology proposed literature to analyse teachers’ textbook characterised inconsistencies because different terms denote same adaptation techniques, identical refer techniques and suggested frameworks differ comparable allocated categories. inconsistency mirrors difficulty operationally defining as used may be unambiguous but vague therefore reduced explanatory power or more specific potentially unreliable an matched given complexity particular adaptation. Discussing these aspects, this paper proposes research-informed framework contribute systematic description foreign second teaching. Examining process, it argued driven identified felt mismatch between other factors (e.g., school facilities, learners, teacher cognition, course requirements, outdatedness materials), engage based principles ideas about best practices, making changes content, and/or sequence activities offered authors). related teaching, does not exclusively inform context offers implications for disciplines.