ELT coursebook writers are professionals who create materials and resources for language teachers to use in their classes. They are responsible for designing and writing courses, lesson plans, exercises, and other materials that are used to teach English as a second or foreign language.
ELT coursebook writers come from a variety of backgrounds, including linguistics, education, and English language teaching. They may work for publishers, language schools, or universities, and their work may be used in a variety of contexts, such as classroom teaching, self-study, or online learning.
Some well-known ELT coursebook writers include: Hugh Dellar, Jenny Dooley, Alan Maley, Nick Michelioudakis, Luke Prodromou, Herbert Puchta, Mario Rinvolucri, Scott Thornbury, and Penny Ur to name just a few. We have also included the views of the great linguist Stephen Krashen. Krashen has not written extensively on coursebooks but his views on language acquisition and learning can be applied to the use of coursebooks.
These writers are highly respected in the field of English language teaching and have contributed significantly to the development of English language teaching materials and resources.
Hugh Dellar is an English language teacher, teacher trainer, and materials writer who has written extensively on the subject of coursebooks. He is known for his critical perspective on coursebooks and has argued that they often do not provide a suitable learning experience for students.
Dellar believes that many coursebooks rely too heavily on grammar and vocabulary exercises, which can be tedious and unengaging for students. He argues that coursebooks often fail to engage students in meaningful communication, and that they may not reflect the real-world contexts in which students will use English.
Dellar also criticizes coursebooks for their over-reliance on artificial language tasks, which do not necessarily reflect the complexity of real-world communication. He believes that coursebooks often fail to teach students how to use language for a variety of purposes, such as persuading or negotiating.
Instead of relying solely on coursebooks, Dellar advocates for a more communicative approach to language teaching that emphasizes real-world communication, including conversations and discussions. He suggests that teachers should use a range of materials, including authentic texts, videos, and other media, to provide a more engaging and authentic learning experience for students.
Overall, Dellar's views on coursebooks are critical but not dismissive. He acknowledges the value of coursebooks as a resource for language teachers, but he also believes that they should be used in conjunction with other materials and teaching methods to provide a more comprehensive and effective learning experience for students.
Jenny Dooley is an experienced ELT author and teacher trainer, who has written and co-written numerous coursebooks and supplementary materials for English language teaching. She is known for her communicative and task-based approach to language teaching, which emphasizes the importance of meaningful communication and real-world language use.
In her work, Dooley has emphasized the need for coursebooks to be relevant, engaging, and adaptable to different teaching contexts and learner needs. She has argued that coursebooks should provide a balance of language input and opportunities for practice, and that they should promote critical thinking and learner autonomy.
At the same time, Dooley has cautioned against over-reliance on coursebooks and the tendency to treat them as prescriptive scripts to be followed without modification. She has advocated for a more flexible approach to using coursebooks, where teachers adapt and supplement the materials based on their own knowledge of their learners and teaching context.
Overall, Jenny Dooley's views on coursebooks emphasize the importance of using materials that are pedagogically sound, engaging, and adaptable, while also recognizing the need for teacher autonomy and flexibility in the classroom.
Stephen Krashen is a linguist and language acquisition expert known for his theories on second language acquisition. While he has not specifically written extensively on coursebooks,.
Krashen believes that language acquisition occurs when learners are exposed to meaningful and understandable input, which is language that they can comprehend and that is relevant to their lives. In this sense, coursebooks can be helpful in providing learners with input that is relevant to their learning goals and interests. However, Krashen also believes that language learning is most effective when learners are engaged in authentic, meaningful communication, rather than simply studying rules and memorizing vocabulary.
Therefore, Krashen would likely argue that coursebooks should be used as a tool to supplement and support authentic communication and language use, rather than as the sole focus of language learning. He would also likely advocate for coursebooks that prioritize providing learners with comprehensible input that is relevant to their needs and interests, rather than those that focus primarily on grammar and rote memorization of vocabulary.
Overall, Krashen's views on language acquisition suggest that coursebooks can be useful resources for language learners, but that they should be used in conjunction with authentic communication and a focus on providing learners with meaningful, comprehensible input.
Alan Maley, an English language teaching expert and author, has expressed several views on coursebooks over the years. Here are a few key points he has made:
Coursebooks can be useful tools for teachers and students, but they should not be the sole focus of a language course. Maley believes that coursebooks should be used as a supplement to other materials and activities, such as authentic materials, project work, and student-generated content.
Coursebooks should be selected based on their suitability for the specific context and needs of the learners. Maley emphasizes the importance of considering factors such as the age and level of the learners, the teaching approach and methodology being used, and the cultural context in which the course is being taught.
Coursebooks should be viewed as a starting point for language learning, rather than an endpoint. Maley argues that coursebooks should be used to introduce language concepts and provide a framework for learning, but that teachers should also encourage learners to go beyond the coursebook and explore the language in more depth through additional reading, writing, and speaking activities.
Coursebooks should be adapted and supplemented as necessary. Maley believes that teachers should not simply follow a coursebook blindly, but should instead adapt and supplement it based on the needs and interests of their learners. This may involve adding or removing activities, adjusting the order of the material, or bringing in additional materials and resources.
Overall, Maley's views on coursebooks emphasize the importance of using them judiciously, adapting them to the needs of the learners, and supplementing them with a variety of other materials and activities to create a well-rounded language learning experience.
Nick Michelioudakis is a well-known ELT author and educator who has expressed his views on coursebooks in several articles and videos. Here are some of his main points:
Coursebooks are not the only resource: Michelioudakis argues that while coursebooks are an important resource for language learners and teachers, they should not be the only resource used in the classroom. He recommends supplementing coursebook materials with authentic materials (such as articles, videos, and podcasts) and learner-generated content (such as dialogues and role-plays).
Coursebooks can be adapted: Michelioudakis believes that coursebooks should not be used as a one-size-fits-all solution. Instead, he recommends adapting coursebook materials to suit the needs and interests of the learners in a particular class. For example, teachers can modify or add to the content, select specific exercises, and adjust the pacing of the lessons.
Coursebooks should be evaluated: Michelioudakis suggests that teachers should critically evaluate coursebooks before using them in the classroom. This includes considering factors such as the level and age group of the learners, the relevance and authenticity of the content, and the appropriateness of the tasks and activities.
Coursebooks can be engaging: Michelioudakis believes that coursebooks can be made more engaging for learners by incorporating elements such as humor, storytelling, and interactivity. He suggests that teachers can supplement the coursebook materials with their own creative ideas and activities to make the lessons more enjoyable and motivating.
Overall, Michelioudakis recognizes the value of coursebooks as a resource for language learning but emphasizes the importance of adapting and supplementing them to meet the needs of individual learners and create engaging and effective lessons.
Luke Prodromou is a well-known ELT author and teacher who has written extensively on the topic of coursebooks. Here are some of his views on coursebooks:
Coursebooks can be useful resources for teachers and learners, but they should not be the only source of materials used in the classroom.
Coursebooks should be seen as a framework, rather than a prescription. Teachers should be flexible and adaptable, and be willing to modify or supplement the coursebook as necessary to meet the needs of their learners.
Coursebooks can be limiting in terms of the topics and language they cover. Teachers should be aware of this and should try to supplement the coursebook with authentic materials, such as newspapers, magazines, and videos, to provide a wider range of language input for learners.
Coursebooks should be used as a guide for planning and teaching, but they should not be followed blindly. Teachers should use their professional judgement and adapt the materials to meet the needs of their learners.
Coursebooks can sometimes promote a "one-size-fits-all" approach to teaching, which may not be suitable for all learners. Teachers should be aware of this and should be prepared to modify the coursebook to meet the needs of individual learners or groups of learners.
Overall, Prodromou's view is that coursebooks can be useful resources for teaching and learning English, but they should not be seen as the only source of materials or as a strict prescription for teaching. Teachers should be flexible, adaptable, and willing to modify and supplement the coursebook as necessary to meet the needs of their learners.
Herbert Puchta is an experienced teacher, teacher trainer, and coursebook author who has contributed significantly to the field of English language teaching. He has written many coursebooks for English language learners, including the popular "English in Mind" series, which is widely used in classrooms around the world.
Puchta believes that coursebooks play an essential role in language learning. He believes that a good coursebook should provide a balance of different language skills, including reading, writing, listening, and speaking, and should be designed to meet the needs and interests of the students using it.
However, Puchta also recognizes that coursebooks have their limitations. He argues that coursebooks should not be seen as a one-size-fits-all solution and that teachers should be prepared to adapt the material to meet the needs of their students. He also stresses the importance of supplementing coursebook activities with authentic materials, such as articles from newspapers, songs, and videos, to provide a more well-rounded language learning experience.
In summary, Puchta sees coursebooks as an essential tool in language learning, but he also emphasizes the importance of adapting and supplementing them to meet the needs of individual learners.
Mario Rinvolucri is a well-known author and teacher trainer in the field of English language teaching. He has expressed a number of views on coursebooks over the years, some of which are:
Coursebooks should be used as a resource, not a syllabus: Rinvolucri believes that coursebooks should not be the sole focus of a language course, but rather they should be used as a resource to supplement other materials and activities.
Coursebooks can be too prescriptive: Rinvolucri has expressed concern that some coursebooks can be too prescriptive in terms of what they teach and how they teach it, and that this can limit the creativity and autonomy of both teachers and learners.
Coursebooks should be adapted to the needs of the learners: Rinvolucri advocates for teachers to adapt coursebook materials to meet the specific needs and interests of their learners, rather than simply using the materials as they are presented in the book.
Coursebooks can be culturally biased: Rinvolucri has also noted that coursebooks can be culturally biased, and that they may not be appropriate for learners from different cultural backgrounds.
Coursebooks can be used as a starting point for discussion and critical thinking: Finally, Rinvolucri believes that coursebooks can be used as a starting point for discussion and critical thinking, rather than simply as a source of information to be memorized. He encourages teachers to use coursebook materials as a springboard for deeper exploration and analysis of the language and the world around us.
Scott Thornbury is a well-known author, teacher trainer, and educational consultant in the field of English language teaching. He has written extensively on a range of topics related to language teaching and learning, including coursebooks.
Thornbury has been critical of the role of coursebooks in language teaching, arguing that they often prioritize the presentation and practice of grammar structures and vocabulary items at the expense of communicative competence. He has also argued that coursebooks can be overly prescriptive and can limit learners' creativity and autonomy.
In his book "A-Z of ELT," Thornbury advocates for a more learner-centered approach to language teaching, which allows learners to take more control of their own learning and to use language in more authentic and meaningful ways. He suggests that teachers should supplement or replace coursebook materials with authentic texts, such as news articles or literature, and encourage learners to engage with these texts in a more critical and reflective way.
Thornbury also advocates for a more task-based approach to language teaching, where learners are given real-life tasks to complete using the language they are learning. This approach, he argues, allows learners to develop their communicative competence in a more natural and meaningful way, rather than simply memorizing grammar rules and vocabulary lists.
Overall, Thornbury's views on coursebooks reflect a broader shift in language teaching away from a more traditional, teacher-centered approach to a more learner-centered and communicative approach, where the focus is on developing learners' ability to use language in authentic and meaningful contexts.
Penny Ur is a renowned ELT (English Language Teaching) expert and author, who has written extensively on coursebooks and their role in language teaching. Her views on coursebooks can be summarized as follows:
Coursebooks are a useful resource for language teachers and learners. They provide a structured approach to language learning, with clear objectives, grammar explanations, and a variety of practice exercises.
However, coursebooks should not be the only resource used in language teaching. Teachers should supplement the coursebook with authentic materials, such as news articles, videos, and podcasts, to provide learners with exposure to real-world language use.
Coursebooks should be adaptable to the needs of learners. Teachers should be able to modify and adapt coursebook materials to meet the specific needs and interests of their learners.
Coursebooks should not be the sole determinant of what is taught in the classroom. Teachers should have the freedom to supplement and adapt coursebook materials based on their professional judgment and the needs of their learners.
Coursebooks should not be seen as the final goal of language learning. Rather, they should be seen as a means to an end - that is, to help learners develop their language skills and achieve communicative competence.
Overall, Penny Ur sees coursebooks as a valuable resource in language teaching, but one that should be used in conjunction with other materials and adapted to meet the needs of learners.
