Reconceptualizing Textbooks in ELT: Pedagogical Functions, Challenges and Innovations

Abstract

Textbooks are acknowledged as a cornerstone of the teaching-learning process and a key component of any language program. They continue to shape how language is taught and learnt in diverse contexts. Considering their pervasive influence in the English language teaching (ELT) and applied linguistics, this study aimed to examine the role of textbooks as pedagogical tools in English Language Teaching (ELT), focusing on how they mediate between curriculum, teachers, and learners. Positioned within the broader context of applied linguistics and pedagogy, the study responds to the need to understand textbooks not merely as repositories of linguistic content but as dynamic instruments shaping instructional design and learner engagement. Using a qualitative document-based approach, the research analyzed key theoretical and empirical works, policy documents, and scholarly discussions related to textbook functions, adaptation strategies, and innovations. The findings reveal that textbooks serve multiple pedagogical functions: Textbooks provide structured linguistic input, organize content, guide classroom tasks, support assessment, and foster learner autonomy. However, challenges such as overreliance, lack of contextual relevance, and limited flexibility were also identified. The study contributes to the field by highlighting the mediating role of textbooks in linking theory, pedagogy, and ideology while advocating for flexible, context-sensitive, and technology-enhanced integration. The paper also highlights the importance of teacher agency in adapting textbooks to diverse learning environments and recommends further research on multimodal, culturally responsive, and AI-augmented textbook design for enhancing learner engagement in evolving ELT contexts.