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English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers´ accounts of the materials writing, design, and publishing process.

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1. Content, Consumption, And Production: Three Levels of Textbook Research; Nigel Harwood PART I: STUDIES OF TEXTBOOK CONTENT 2. All Middle Class Now? Evolving Representations of the Working Class in the Neoliberal Era - The Case of ELT Textbooks; John Gray and David Block 3. Reading Comprehension Questions: The Distribution of Different Types in Global EFL Textbooks; Diana Freeman 4. Teaching English Reading: What´s Included in the Textbooks of Pre-Service General Education Teachers?; L. Quentin Dixon, Shuang Wu, Renata Burgess-Brigham, R. Malatesha Joshi, Emily Binks-Cantrell, and Erin Washburn PART II: STUDIES OF TEXTBOOK CONSUMPTION 5. Teachers´ Conceptualization and Use of the Textbook on a Medical English Course; Ahlam Menkabu and Nigel Harwood 6. An Experienced Teacher´s Use of the Textbook on an Academic English Course: A Case Study; Fotini Grammatosi and Nigel Harwood 7. Global Textbooks in Local Contexts: An Empirical Investigation of Effectiveness; Gregory Hadley PART III: STUDIES OF TEXTBOOK PRODUCTION 8. Writing Materials for Publication: Questions Raised and Lessons Learned; Ivor Timmis 9. An Interdisciplinary Textbook Project: Charting The Paths Taken; Fredricka L. Stoller and Marin S. Robinson 10. Tensions Between the Old and the New in EAP Textbook Revision: A Tale Of Two Projects; Christine B. Feak and John M. Swales 11. Chaosmos: Spontaneity and Order in the Materials Design Process; Jill Hadfield

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"This book is likely to inspire both novice and more experienced researchers, and it would make a good choice of core reading in both undergraduate and postgraduate courses in ELT curriculum or materials development and analysis ... . this volume is to be welcomed by applied linguists with a range of interests, including classroom pedagogy, semiotics, literacy development, teacher education, and language teaching materials." (Denise Santos, Applied Linguistics, Vol. 37 (1), February, 2016)

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Emily Binks-Cantrell, Texas A&M University, USA David Block, Universitat de Lleida, Spain Renata Burgess-Brigham, Texas A&M University, USA L. Quentin Dixon, Texas A&M University, USA Christine Feak, University of Michigan, USA Diana Freeman, University of Essex, UK Fotini Grammatosi, University of Essex, UK John Gray, Institute of Education, University of London, UK Jill Hadfield, Unitec Institute of Technology, New Zealand Gregory Hadley, University of Oxford, UK Nigel Harwood, University of Essex, UK R. Malatesha (Malt) Joshi, Texas A&M University, USA Ahlam Menkabu, University of Essex, UK Marin S. Robinson, Northern Arizona University, USA Fredricka L. Stoller, Northern Arizona University, USA John M. Swales, University of Michigan, USA Ivor Timmis, Leeds Metropolitan University, UK Erin Washburn, Binghamton University, USA Shuang Wu, Texas A&M University, USA

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