
Module 6: Selecting and Adapting the Textbook
Module Author: Élyse Petit, Santa Rosa Junior College
Overview: What Role do Textbooks Play in the Language Program?
As discussed in Module 1, the key responsibilities of a language program director (LPD) include developing instructional materials and assessments that align with the curriculum at both the individual course level and across the broader program. Additionally, the LPD provides support and professional development opportunities for instructors to help them implement the curriculum effectively.
Selecting, adapting, and implementing a textbook is integral to the curriculum design process (Macalister & Nation, 2019). Although textbooks continue to serve as reliable, practical, and time-efficient tools, recent advancements in second language acquisition (SLA) research and the rise of Open Educational Resources (OERs) have encouraged language programs to balance these traditional resources with more flexible and inclusive alternatives. Nonetheless, administrators, parents, and students often view textbooks as a fundamental assurance of meeting learning objectives. Removing textbooks could be seen as disruptive, potentially undermining the authority and expertise of instructors and LPDs.
Indeed, many language programs continue to align student learning objectives with textbooks that shape the curriculum. At the same time, recent initiatives encourage LPDs to explore new approaches to textbook program use (Rossomondo & Lord, 2023). Efforts in higher education to create more diverse, equitable, and inclusive learning environments are reshaping perceptions of textbooks, which are increasingly seen as potentially outdated or containing controversial content. Thus, selecting and adapting textbooks often means treating them as resources supporting the curriculum rather than as the primary component dictating it.
Although some programs have eliminated textbooks entirely, others have adopted a hybrid approach by supplementing them with OER materials, ensuring that textbooks still serve specific programmatic needs (Ceciliano & Notman, 2021; Mignot, 2023; Rothe & Gabbard, 2023). These varying approaches reflect the flexibility needed to balance inclusivity, cost-effectiveness, and pedagogical structure.
For instance, Mignot (2023) described how his French program gradually shifted from an American commercial textbook to a French one to address content limitations and adopt research-based approaches like the action-oriented method. To further promote equity, diversity, and inclusion, the program also transitioned toward developing OER textbooks and offering textbook-free courses. In contrast, Rothe and Gabbard’s (2023) German program opted to continue using textbooks for consistent structure across sections and ample content for skill development. To overcome challenges like high costs and limited diversity in content, they supplemented textbooks with free resources, adjusted course pacing, and integrated flexible assignments, new technologies, and cross-curricular events. Lastly, Ceciliano and Notman (2021) emphasized the importance of focusing on "the content that is being communicated, rather than on the language itself" (p. 136). The program developed an OER beginning Spanish textbook and curriculum based on specific criteria such as accessibility, inclusivity, flexibility, support, authenticity, and a research-based approach. The textbook balances in-class and out-of-class assignments with standardized homework across sections. Additionally, it provides faculty with flexibility—offering novice instructors ready-made lessons while allowing experienced instructors to adjust their class time based on expertise and student needs.
Ultimately, the role of textbooks in language programs is evolving. LPDs must carefully evaluate both the benefits and limitations of textbooks in light of their specific educational contexts and objectives, ensuring that these tools—whether traditional or open-source—serve to enhance, rather than dictate, the curriculum.
By the end of this module, you will be able to:
- Identify key factors to consider when selecting or adapting a textbook
- Analyze and evaluate your current textbook’s features
- Make thoughtful and informed decisions about textbooks
Reflective Questions:
- How do you currently use the textbook in your program?
- Is it a guiding tool that enhances your curriculum and teaching practices, or does it potentially limit your flexibility and adaptability?