Abstract
Textbooks are one of the main tools of the trade in language teaching (Littlejohn, 2011). One reason for their popularity is that they provide a concrete set of guidelines and activities for teachers to follow, as such it is often maintained that they can facilitate curricular change because they help teachers to ‘fully understand and “routinize” change’ (Hutchinson and Torres, 1994: 323). However, the idea of the textbook as agent of change (Hutchinson and Torres, 1994) can be problematic when considered against the broader context of language learning and teaching.
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© 2014 Simon Humphries
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Humphries, S. (2014). Factors Influencing Japanese Teachers’ Adoption of Communication-oriented Textbooks. In: Garton, S., Graves, K. (eds) International Perspectives on Materials in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137023315_15
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DOI: https://doi.org/10.1057/9781137023315_15
Publisher Name: Palgrave Macmillan, London
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