Why TESOL Textbooks Are Still the Way They Are: A Study of Textbook Production in Global and Local Contexts

Material research in the area of TESOL has been ongoing and can be grouped into three main categories of content, consumption, and production (Harwood, 2010). While textbook content has been the most studied area, the need for more research on textbook production and consumption has been underlined (Forman, 2014; Harwood, 2010). The present study duly aims to uncover the accounts of TESOL textbook writers from two different contexts: global and local. Through interviews with textbook writers and editors working in the global market (n=9) and a country in the Middle Eastern market (n=8), and analysis of writing guidelines provided by publishing bodies as well as textbook content written by participants, this study attempts to map the current state of textbook production industry and what has changed in textbook production in the last two to three decades, how textbooks are produced in different contexts, and why textbook content is the way it is with a particular focus on culture. Results revealed that global textbook publishing industry has become a much more competitive market where decisions are made mostly with financial concerns in mind rather than producing better and more effective materials. Findings also indicate that, due to several constraints such as time and publisher demands, although localization is suggested as the solution for producing culturally-appropriate textbooks, not all sensitivities can be addressed, even in a local context. Additionally, textbook writers' experience indicates that the commercially-driven approach to publishing has exacerbated the constraints resulting in decreased amount of trialling of draft materials, decreased payments to authors and editors, much more formulated process of production and textbook content and much wider lists of taboo topics and cultural sensitivities to consider not to offend any potential users