The Coursebook Controversy: A Teacher's Perspective

In this essay, I explore the contentious issue of the necessity for coursebooks in second language teaching, as emphasized by some applied linguists (Norton & Buchanan, 2022, p. 49). Initially, I summarize the arguments supporting the use of coursebooks from a teacher's perspective. Then, I outline the opposing views on the use of coursebooks from teachers‘ aspect. Finally, I present my stance as a teacher on the application of coursebooks in second language instruction.

The primary argument in favour of using coursebooks in second language learning is that they provide support to teachers as follows:

First, coursebooks compensate for teachers' differences and deficiencies. According to Allwright's distinction between deficiency and difference emphasizes the complex role of teaching materials in the educational process. Coursebooks can complement teachers' shortcomings and be a tool for optimizing teaching decisions and improving teaching quality（As cited in Norton & Buchanan, 2022, p.51）. Thus, coursebooks can reduce the impact of differences in ability and level among teachers on teaching effectiveness by providing a standard language model.

Second, coursebooks play a positive role in reducing teachers' workload. In the research conducted by Buchanan and Norton (2014), 85 teachers were asked about their use of coursebooks. The responses indicated that teachers commonly viewed coursebooks as guidebooks (20%) and scaffolding (18%) (Norton & Buchanan, 2022, p.52). This suggests that coursebooks can support teachers by providing clear content and structured activities, thereby potentially alleviating professional burnout.

Third, coursebooks promote teachers' professional development. According to Gill coursebooks set a standard that can help teachers learn to teach（As cited in Norton & Buchanan, 2022, p.51）. As a widely used medium of dissemination, coursebooks can quickly transmit teaching philosophies and methods to teachers. Therefore, coursebooks can be one of the tools for teacher training.

Among the voices opposing the use of coursebooks, the impact on teachers primarily focuses on limiting abilities and having no sound of teachers.

A dominant argument is that coursebooks limit teachers' professional thinking and their ability to respond to learners. Specifically, coursebooks deprive teachers of their authority, creativity, and initiative, leading to excessive dependence on them and thus forsaking exploration and innovation（Norton & Buchanan, 2022, p.54）. Additionally, some teachers, due to the authoritative nature of coursebooks, do not dare to make changes, believing that all content within a coursebook must be learned and is unquestionable （Norton & Buchanan, 2022, p.55）.

Another perspective is that coursebooks have no sound of teachers (Jordan and Gray,2019, P445). Geoff Jordan and Humphrey Gray argue that the adoption of coursebooks in English language teaching is driven more by commercial considerations than by educational needs or concerns (Jordan and Gray, 2019, p. 439). The choice and content of materials are mainly controlled by administrative layers and authoritative bodies, which may be driven by interests in choosing and replicating the formats of bestsellers.

From my perspective, I support the use of coursebooks in second-language lessons.

Firstly， in second language teaching, coursebooks serve a crucial role by organizing complex language knowledge into a structured and accessible format. They offer foundational support for teachers, guiding both what to teach and how to teach it. Critics argue that coursebooks cannot cater to every unique need; however, this is not a valid reason to discard coursebooks. The development process of these coursebooks, involving input from teachers and collaboration with publishers like Cambridge University Press, Oxford University Press, and Pearson Education, has evolved to address this issue. Such collaboration ensures the course content is reflective of the real needs of both teachers and students (Hughes, 2019, p. 451).

Secondly, I would like to highlight the importance of coursebooks by discussing the challenges teachers would face without coursebooks. Many teachers, such as those in developing countries who might teach multiple classes simultaneously, would find it not only time-consuming but also demanding in terms of material collection and compilation to prepare lessons entirely from scratch. A survey on teacher workload revealed that the majority of respondents (93%) consider the workload at their schools to be at least a fairly serious issue, with over three-quarters of the staff being dissatisfied with their usual working hours (Higton et al., 2017, p. 10). Alleviating the burden on teachers should be an urgent matter, and coursebooks offer irreplaceable value in this regard. Therefore, Comparing the drawbacks of using coursebooks with the challenges of not using them reveals that the latter are far more substantial.

Lastly, as teachers, we are supposed to engage in critical thinking and apply a critical approach to the use of coursebooks, adjusting teaching content and methods according to the specific needs of learners and the educational environment. Coursebooks should be viewed as one of the teaching resources, not the only teaching tool. By integrating coursebooks with diverse teaching materials, we can create a more appropriate workload and offer learners a more enriching and tailored educational journey.

In conclusion, in this essay， I summarized both the supportive and opposing viewpoints from the perspective of teachers regarding the controversy surrounding the use of coursebooks. Proponents argue that coursebooks aid teachers by compensating for differences and deficiencies among them, reducing their workload, and fostering their professional development. Critics, on the other hand, believe that these coursebooks may restrict teacher creativity and fail to meet individual needs fully. My position supports the use of coursebooks, emphasizing their role in systematizing language learning and providing essential support for teachers. Despite their drawbacks， I believe the advantages of coursebooks, especially in easing teacher workload, are more significant. The challenge lies not in discarding coursebooks but in integrating them with other resources to tailor teaching to the learners' needs, advocating for a balanced approach that values teacher input and student engagement.

References

Higton, J., Leonardi, S., Richards, N., Choudhoury, A., Sofroniou, N., & Owen, D. (2017). Teacher workload survey 2016 (p. 100). London: Department for Education.

Hughes, S. H. (2019). Coursebooks: Is there more than meets the eye?. ELT Journal, 73(4), 447-455.

Jordan, G., & Gray, H. (2019). We need to talk about coursebooks. ELT Journal, 73(4), 438-446.

Norton, J., & Buchanan, H. (2022). Why do we need coursebooks? In J. Norton & H. Buchanan (Eds.), The Routledge Handbook of Materials Development for Language Teaching (pp. 50-54). Taylor and Francis. https://doi.org/10.4324/b22783