I am not sure if you have talked about this in an earlier post, but it would be interesting to find out why we choose the textbooks we do, and what we do when the textbook does not work out as well as we expected. I have had a couple of experiences now, and probably will have more in the future if I continue to use textbooks, where I thought the textbook would be appropriate only to find out upon using it that it didn’t. Last semester, for example, I was teaching an academic English course, my first time actually, and probably the reason why the book did not go over well, and by the end of the course, about the only thing I was using were the introductory reading section and the topic. What I ended up doing was modifying the book, but so much so that I kind of regretted asking students to buy it. Next year, therefore, I will definitely be trying a different book or using my own materials.

I think it depends on the course you teach as well because in my reading course, I prefer to use my own materials, albeit, materials created from ideas obtained from previously used textbooks. However, in my communication courses, I prefer to use textbooks because when I don’t go with a textbook, I find myself lacking adequate listening materials and looking for or making appropriate materials can be quite difficult and time-consuming. Therefore, a textbook with graded listening activities can overcome this challenge. However, honestly, in the end, if it were OK to use a textbook’s listening activity to supplement my own materials, I would prefer to do that, because first, I have yet to find a textbook that completely satisfies me or fits my current class and furthermore, self-made materials will always be more personal and better suited to your students than a textbook. Alas, the all-knowing copyright monster!

However, that said, I do understand that there are students and teachers who like this kind of structure. It’s all about getting to know your students and what will inspire them to learn.

The art – and it is time-consuming, I fear – is to build a bridge between the students and the materials. Abandoning textbooks altogether leaves students feeling insecure, but the books alone are certainly not enough.

The same goes for much of what is in the book. Why should I do a unit on medicine when I can bring in an interesting article on alternative medicine trends in Turkey, practice the vocab, and then discuss it.

If I don’t have something to supplement, sure, I’ll pull out the book and, with a little touch of my ELT wand (you do have one of those don’t you?:)) I’ll pull out the material and present it more creatively. Aside from giving me a sort of syllabus or helping me out when I’m feeling lazy or uncreative, I just don’t see the use.

Let’s not forget kids’ books. How the hell that 30 dollar book that has pictures in it for 4-year olds helps me as a teacher or my students, I have no idea. I’m pretty sure I can find a picture of a girl playing with a cat on the internet for free.

In the end you’re right though, it’s not the book, but the way you work with it and present it that counts.

There are exceptions, but I generally think there is no such thing as a bad textbook…just one that is inappropriate or being used badly.

I am leaning more and more towards cutitng them out though. Most of the classes I teach are ‘skills’ classes, reading, writing, oral communication. But most textbooks these days, in an effort to add ‘extra value’ and meet the needs of as wide a target market as possible, are packed full of stuff. I don’t mind skipping the odd activity, but when I find myself cutting or adapting whole sections it seems silly to make the students shell out for a book. Give me something spare, a springboard that me and the students can riff on (if you’ll pardon the mixed metaphor) and I’ll be much happier.