BIBLIOGRAPHY ON LANGUAGE TEACHING AND LEARNING MATERIALS
Adams, T. W. (1989). Inside textbooks: What students need to know. Reading, MA: Addison- Wesley.
Adaskou, K., Britten, D. and Fhasi, B. (1990) Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal 44(1).
Alagöz, S. (2001). Evaluating materials in use: Learner training in a course book from teachers’ and students’ perspectives in the Turkish context. Unpublished MA Dissertation. Warwick University.
Alptekin, C. (1993) Target-language culture in EFL materials. ELT Journal, 47: 136 – 143.
Allwright, R.L. (1981) What do we want teaching materials for? ELT Journal 36 (1), 5-18.
Altinmakas, D. (2005) On Turkish teachers’ perceptions of cultural contents of textbooks. Unpublished MA Dissertation. Warwick University.
Atkinson, D. (2007) Investigating expertise in textbook writing: Insights from a case study of an experienced materials writer at work. Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, Volume 2. Available on http://www.ling.lancs.ac.uk/pgconference/v02/01-Atkinson.pdf
Anderson, B. (2007) Pedagogical rules and their relationship to frequency in input: Observational and empirical data from French. Applied Linguistics 28(2): 286-308.
Ansary, H. and Babaii, E. (2002) Universal characteristics of EFL/ESL textbooks: a step towards systemic textbook evaluation. The Internet TESL Journal, Vol VIII (2). [Online]. Available at http://iteslj.org/Articles/Ansary-Textbooks/
Anyon, J. (1979) Ideology and United States History textbooks. Harvard Educational Review 49(3), 361-386.
Arthur, L. (1983) Survey review: Business English materials. ELT Journal, 37: 166 – 177.
Awasthi. J R. (2006) Textbooks and its evaluation. Journal of NELTA (11): 1-10. [Online]. Available at http://www.nelta.org.np/journals/2006.pdf.
Baker, C. and Freebody, P. (1989) Talk around text: Constructions of textual and teacher authority in classroom discourse. In S. de Castell et al. (eds.), Language, authority and criticism: Readings on the school textbook (pp.263-183). Lewes: The Falmer Press.
Basabe, E. (2004) Cultures in ELT textbooks: A critical comparative analysis of the representations of the source culture, the local culture and the international culture in global, adapted and local materials. Unpublished MA Dissertation. Warwick University.
Basturkman, H. (1999) A content analysis of ELT textbook blurbs: Reflections on theory-in use. RELC Journal Vol. 30 No. 1, 18-38.
Bernhardt, E. (1994) A content analysis of reading methods texts: What are we told by the nonnative speaker of English? Journal of Reading Behavior, 26 (2), 159-189.
Bezemer, J. and Kress, G. (2008) Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication 25(2), 166-195.
Biber, D., Conrad, S. and Cortes, V. (2004) ‘If you look at…: Lexical bundles in university teaching and textbooks’ Applied Linguistics 25:371-405.
Blilo, M. (2004) Enhancing Syrian learners’ intercultural competence: The role of textbooks and teachers. Unpublished MA Dissertation. Warwick University.
Block, D. (1991) Some thoughts on DIY materials design. ELT Journal 45 (3): 211-217.
Blyth, C. (2009). From textbook to online materials: the changing ecology of foreign language publishing in the era of digital technology. In M. Evans (ed.) Foreign language learning with digital technology (pp.179-202). London: Continuum.
Bourdillon, H. (ed.) (1992) History and social studies – Methodologies of textbook analysis. Report of the educational research workshop held in Braunschweig (Germany) – 11-14 September 1990. Amsterdam: Swets & Zeitlinger.
Boxer, D. and Pickering, L. (1995) Problems in the presentation of speech acts in ELT materials: the case of complaints. ELT Journal 49 (1).
Byram, M. (ed.) (1993) Germany: Its Representation in Textbooks for Teaching German in Great Britain. Frankfurt am Main: Moritz Diesterweg.
Breakell, J. (2001) An analysis of mathematics textbooks and reference textbooks in use in primary and secondary schools in England and Wales in the 1960’s. Paradigm, 2 (3), 19-30.
Breen, M. P. and Candlin, C. N. (1987) Which materials?: a consumer’s and designer’s guide. In L. E. Sheldon (ed.), ELT textbooks and materials: problems in evaluation and development. ELT Documents 126 (pp.13-28). London: Modern English Publications and The British Council.
Britton, B.; Woodward, A.; & Binkley, M. (eds.) (1993) Learning from textbooks: Theory and practice. Hillsdale, NJ: Lawrence Erlbaum Associates.
Canagarajah, A. S. (2001). Critical ethnography of a Sri Lankan classroom: ambiguities in student opposition to reproduction through ESOL. In C. N. Candlin and N. Mercer (eds), English Language Teaching in Its Social Context. London: Rouledge (also, TESOL Quarterly 27(4), 1993).
Candlin, C.N. and Breen, M.P. (1979) Evaluating, adapting and innovating language teaching materials. In C. Yorio, K. Perkins and J. Schacter (eds.) On TESOL ’79: The learner in focus (pp. 86-108). Washington, D.C.: Teachers of English to Speakers of Other Languages.
Carrell, D. and Korwitz, J. (1994) Using concordancing techniques to study
gender stereotyping in ELT textbooks. in J. Sunderland (ed.), Exploring
Gender: Questions and Implications for English Language Education.
Prentice Hall International.
Carter, R.; Hughes, R. and McCarthy, M. (1998). Telling tails: grammar, the spoken language and materials development. In B. Tomlinson (ed.), Materials development in language teaching (pp. 67-86). Cambridge: Cambridge University Press.
Cincotta, M. S. (1978) Textbooks and their influence on sex-role stereotype formation. Babel: Journal of the Australian Federation of Modern Language Teachers’ Associations, 14: 24-9.
Clarke, D. (1989). Communicative theory and its influence on materials production. Language teaching 22(2), 73-86.
Clarricoates, K. (1978) Dinosaurs in the classroom: a re-examination of some aspects of the “hidden curriculum” in primary schools. Women’s Studies International Quarterly, 1: 353-64.
Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal 51(1): 29-35.
Chastain, K. (1971) The development of modern language skills: Theory to practice (see pp. 376-384 for evaluation checklist). Philadelphia: The Center for Curriculum Development, Inc.
Chelliah, S. (2001) Constructs of Indian English in language “guidebooks”’. World Englishes 20(2): 161-177.
Christenbury, L. and Kelly, P. P. (1994) What textbooks can – and cannot – do. English Journal, March, 76-80.
Clarke, J. and Clarke, M. (1990) Stereotyping in TESOL materials’. In B. Harrison (ed.), Culture and the Language Classroom. London: Macmillan and Modern English Publications / British Council.
Cortazzi, M. and Jin, L. (1999) Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (ed.), Culture in Second Language Teaching and Learning (pp. 196-219) Cambridge: Cambridge University Press.
Cowles, H. (1976) Textbook, materials evaluation: A comprehensive checksheet. Foreign Language Annals, 9 (4), 300-303.
Crandall, E. and Basturkmen, H. (2004) Evaluating pragmatics-focused materials. ELT Journal 58(1): 38-49.
Crandall, J. (1995) The why, what, and how of ESL reading instruction: some guidelines for writers of ESL reading textbooks. In P. Byrd (ed.), Material writer’s guide (pp. 79-94). Boston, MA: Heinle & Heinle.
Crawford, J. (2002) The role of materials in the language classroom: finding the balance. In J. Richards and W. Renandya (Eds.), Methodology in language teaching: An anthology on current practice (pp.80-91). Cambridge: Cambridge University Press.
Crawford, K. (2002) Culture wars: Japanese history textbooks and the construction of official memory. Paradigm, 2 (5), 2-14.
Cronbach, L. (ed.). (1955) Text materials in modern education. Urbana, IL: University of Illinois Press.
Cullen, R. and Kuo, I. (2007) Spoken grammar and ELT course materials: A missing link? TESOL Quarterly 41 (2): 361-386.
Cunningsworth, A. (1984) Evaluating and selecting ELT materials. London: Heinemann.
Cunningsworth, A. (1995) Choosing your textbook. Oxford: Macmillan Heinemann.
Cunningsworth, A. and Kusel, P. (1991) Evaluating teachers’ guides. ELT Journal 45 (2): 128-139.
Curdt-Christiansen, X. (2008). Reading the world through words: cultural theses in heritage Chinese language textbooks. Language and education 22(2): 95-133.
Dalby, T. (2009) Adapting your course book: becoming skilled in the art of manipulation. TESOL Review 1, 145-166. Available online on http://tesolreview.org/down/7.%20Tim%20Dalby.pdf
Daoud, A. and Celce-Murcia, M. (1979) Selecting and evaluating a textbook. In M. Celce-Murcia and L. McIntosh (eds.), Teaching English as a second or foreign language (pp. 302-307).Cambridge, MA: Newbury House Publishers.
Dendrinos, B. (1992) The EFL Textbook and Ideology. Athens: N.C. Grivas.
Di Vito, N. (1991). Incorporating native speaker norms in second language materials. Applied Linguistics 12 (4), 383-396.
Dubin, F. and Olshtain, E. 1994. Course Design. Developing programs and materials for language learning. Cambridge: Cambridge University Press.
Early, M. (1991). Using wordless picture books to promote second language learning. ELT Journal 45(3):245-251
Ellis, R. (1997) The empirical evaluation of language teaching materials. ELT Journal 51(1): 36-42.
Ellis, R. (2002) Methodological options in grammar teaching materials. In E. Hinkel and S. Fotos (eds.), New Perspective on Grammar Teaching in Second Language Classrooms (pp.17-34). Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.
Ewer, J. R. and Boys, O. (1981) The EST textbook situation: An enquiry. The ESP Journal, 1 (2), 87-105.
Faiz, P. A. F. (1993) Sexism in textbooks: categories for an analytic description. Unpublished Master’s dissertation, Lancaster University.
Fortune, A. (1992) Self study grammar practice: learners’ views and preferences. ELT Journal 46(2).
Francis, L. M. (1995) English as a foreign language: Textbook analysis, ideology and hegemonic practices in a Brazilian context. Unpublished doctoral dissertation, The Ohio State University, USA.
Freudenstein, R. (ed) (1978) The role of women in foreign-language textbooks: a collection of essays. Collection d’ ‘Etudes linguistiques’, 24. Ghent, Belgium: Federation International des Professeurs de Langues Vivantes.
Gaff, R. (1978) Sex stereotyping in modern language teaching – an aspect of the hidden curriculum. British Journal of Language Teaching, 20: 71-8.
Gaskins, I. et al. (1994) Classroom talk about text: learning in science class. Journal of Reading, 37 (7), 558-565.
Gilbert, R. (1989) Text analysis and ideology critique of curricular content. In S. de Castell et al. (eds.), Language, authority and criticism: readings on the school textbook (pp. 61-73). Lewes: The Falmer Press
Gilmore, A. (2004) A comparison of textbook and authentic interactions. ELT Journal 58(4): 363-74.
Glisan, E. and Drescher, V. (1993) Textbook grammar: does it reflect native speaker speech? Modern Language Journal 77:23-33.
Gok, S. O. (2011) What Really Shapes Materials. Unpublished MA dissertation. University of Leicester, UK.
Gok, S.O. (2015). ‘Evaluating the Teacher’s Guides of a Recently Published Course Book Series for Young Learners in Turkey‘. Mevlana International Journal of Education (Volume 5, Issue 1). http://dx.doi.org/10.13054/mije.18.104.22.168
Gottheim, L. (2000) Materiais didáticos de português do Brasil para estrangeiros. Linha d’Água, n. especial, p.91-107.
Goodman, P. and Takahashi, S. (1987) The ESL textbook explosion: A publisher profile. In TESOL newsletter XXI (2): 49-51.
Graci, J. P. (1989) Are foreign language textbooks sexist? An exploration of modes of evaluation. Foreign Language Annals, 22 (5): 477-86.
Grant, N. (1987) Making the most of your textbook. New York: Longman.
Graves, K. (1996) Teachers as Course Developers. Cambridge: Cambridge University Press.
Gray, J. (2000) The ELT coursebook as cultural artefact: how teachers censor and adapt. ELT Journal 54 (3): 274-281.
Gray, J. (2002) The global coursebook in English Language Teaching. In D. Block and D. Cameron (eds.), Globalization and language teaching (pp.151-167). London: Routledge.
Gupta, F. A. and Lee, S. Y. A. (1990) Gender representation in English language textbooks used in Singapore primary schools. Language and Education, 4 (1): 29-50.
Hall, D. (1995). Materials production: theory and practice, in Hidalgo et al. (eds), Getting started: Materials writers on materials writing. Singapore: SEAMEO regional language centre, 8-24.
Halliwell, S. (1992) Teaching English in the primary classroom. Harlow: Longman. (Chapter 4: Working with a coursebook, pp. 113-121).
Hamp-Lyons, L. and Heasley, B. (1984) Textbooks for teaching writing at the upper levels, survey review. ELT Journal, 38 (3), 209-216.
Hartman, P. and Judd, E. (1978) Sexism and TESOL Materials. TESOL Quartely, 12 (4), 383-393.
Harwood, N. (2005) What do we want EAP teaching materials for? Journal of English for Academic Purposes 4: 149-161.
Harwood, N. (Ed.) (2010). English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press.
Hayes, D. (2002) Language textbooks and perspectives on social harmony in Sri Lanka. In D. Hayes (ed.), Making a Difference: The Experiences of the Primary English Language Project, Sri Lanka. Colombo: The British Council.
Hellinger, M. (1980) For men must work, and women must weep: sexism in English language textbooks used in German schools. Women’s Studies International Quarterly, 3: 267-75.
Hellsten, M. (1994) Cultural values in Samish and Australian children’s literature: A corpus linguistic approach. In D. Graddol et al (ed), Researching language and literacy in social context: A reader (pp.193-204). Clevedon: Multilingual Matters.
Hewings, M. (1991) The interpretation of illustrations in ELT materials. ELT Journal 45(3): 237-244.
Hill, D.R. (2008). Graded readers in English. ELT Journal 62(2): 184-204.
Hill, D. (1997). Survey review: Graded readers. ELT Journal 51(1): 57-81.
Hilton, E. (1969) Textbooks. In R. Ebel (ed.), Encyclopedia of Educational Research. Fourth Edition. A project of the American Educational Research Association (pp.1470-1478). New York: Macmillan.
Holmes, J. (1988) Doubt and certainty in ESL textbooks. Applied Linguistics, 9 (1), 21-44.
Hummel, C. (1988) School textbooks and lifelong education: an analysis of schoolbooks from three countries. Hamburg: Unesco Institute for Education.
Hutchinson, T. and Torres, E. (1994). The textbook as agent of change. ELT Journal 48(4), 315-328.
Hyland, K. (1994) Hedging in academic writing and EAP textbooks. English for Specific Purposes, 13 (3): 239-256.
Hyland, K. (2000) Disciplinary discourses: Social interactions in academic writing. Harlow: Pearson Education Limited. (Chapter 6: Constructing an expert identity: interactions in textbooks)
Illés, E. (2009) What makes a coursebook series stand the test of time? ELT Journal 63 (2): 145-153.
Jacobs, G. and Ball, J. (1996) An investigation of the structure of group activities in ELT coursebooks. ELT Journal, 50(2), 99-107.
Jacobs, G. M. and A. Goatly. (2000) The treatment of ecological issues in ELT coursebooks. ELT Journal 54(3): 256-264.
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian Publich high schools. The Asian EFL Journal 9(2) 130-150.
Jiang. X. (2005) Suggestions: What should ESL students know? System 34: 36-54.
Johns, T. (1991) Should you be persuaded – two samples of data driven learning materials. English Language Research Journal 4:1-16.
Johnsen, E. B. (1993) Textbooks in the kaleidoscope: A critical survey of literature and research on educational texts. Oslo: Scandinavian University Press.
Johnson, G.; Clarke. S. & Dempster, N. (2005). The discursive (re)construction of parents in school texts. Language and Education 19(5): 380-399.
Jones, M., Kitetu, C. and Sunderland, J. (1997) ‘Discourse roles, gender and language textbook dialogues: who learns what from John and Sally?’ in Gender and Education, 9 (4): 469 – 490.
Kaplan, M. A. and Knutson, E. (1993) Where is the text? Discourse competence and the foreign language textbook. Mid-Atlantic Journal of Foreign Language Pedagogy 1:167-176.
Kaye, P. (1989) “Women are alcoholics and drug addicts”, says dictionary. ELT Journal 43 (1).
Kellerman, S. (1992) Survey review: recent materials for the teaching of listening: via the Editor of ELT Journal. ELT Journal, 46: 100-112.
Kingston, A. and Lovelace, T. (1977-8) Sexism and reading: a critical review of the literature. Reading Research Quarterly, 13: 133-61.
Kiryu, N., T. Shibata, H. Tagaya and T. Wada. (1999) An analysis of Monbusho-approved textbooks for English Course I: From the perspective of world English. The Language Teacher 23(4): 21-24.
Knoeller, C. (1994) Negotiating interpretations of text: The role of student-led discussions in understanding literature. Journal of Reading, 37 (7), 572-580.
Koprowski, M. (2005) Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal 59 (4): 322-332.
Kramsch, C. (1987) Foreign language textbooks’ construction of foreign reality. The Canadian Modern Language Review, 44, 1, 95-119.
Kramsch, C. (1988) The cultural discourse of foreign language textbooks. In A. Singerman (ed.), Toward a new integration of language and culture. Northeast Conference Reports 1988 (pp. 63-88). Middlebury, Vermont: Northeast Conference.
Kubanek, A. (1990) Presenting distant cultures: The Third World in West German English language textbooks. In D. Buttjes and M. Byram (eds), Mediating Languages and Cultures: Towards an Intercultural Theory of Language Teaching. Clevedon: Multilingual Matters.
Kumaradivelu, B. (1991) Language learning tasks: teacher intention and learner interpretation. ELT Journal 47(1).
Lam, P. (2010). Discourse particles in corpus data and textbooks: The case of well. Applied Linguistics, 31(2): 260-281.
Lesikin, J. (2000) Complex text in ESL grammar textbooks: Barriers or gateways? Reading in a Foreign Language 13(1): 431-447. Available on http://nflrc.hawaii.edu/rfl/PastIssues/rfl131lesikin.pdf
Lesikin, J. (1995) Textbooks and the social power of ESOL student: Procedures for analyzing the potential influences of textbook characteristics. Unpublished EdD dissertation, Columbia University, New York.
Love, K. (2000). The construction of moral subjectivities in talk around text in secondary English. Linguistics and Education 11(3): 213-249.
Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal 59/4, 322-332.
Kramsch, C. (1988) The cultural discourse of foreign language textbooks. In A. Singerman (ed.), Toward a new integration of language and culture. Northeast Conference Reports 1988 (pp. 63-88). Middlebury, Vermont: Northeast Conference.
Lin, L.Y. and Brown, R. (1994) Guidelines for the production of in-house self-access materials. ELT Journal 48(2):150-156.
Littlejohn, A. (1998) The analysis of language teaching materials: inside the Trojan Horse. In B. Tomlinson (ed.), Materials development in language teaching (pp.190-216). Cambridge: Cambridge University Press.
Littlejohn, A. and Windeatt, S. (1989) Beyond language learning: perspectives on materials design. In R. K. Johnson (ed.), The second language curriculum (pp.155-175). Cambridge: Cambridge University Press.
Litz, D.R.A. (2005) Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal
Liu, Y. (2005). Discourse, cultural knowledge and ideology: a critical analysis of Chinese language textbooks. Pedagogy, Culture and Society 13(2): 233-264.
Lu, H. (2005) How the cumulative process of developing FL reading is reflected in local ELT textbooks for both primary school and junior high school in Taiwan. Unpublished MA Dissertation. Warwick University.
Lu, L. (2004) Investigating English textbooks for Chinese university students: An evaluation of stereotyping in Communicative English for Chinese Learners. Unpublished MA Dissertation. Warwick University.
Luke, A. (1989) Open and closed texts: The ideological/semantic analysis of textbook narratives. Journal of Pragmatics, 13, 53-80.
Luke, C. et al. (1989) Beyond criticism: The authority of the school textbook. In S. de Castell et al. (eds.), Language, authority and criticism: Readings on the school textbook (pp.245-260). Lewes: The Falmer Press.
Masuhara, H. (1998) What do teachers really want from coursebooks? In B. Tomlinson (ed.), Materials Development in Language Teaching. Cambridge: Cambridge University Press, 239-260.
Matos, F. G. (2000) TESOLers as textbook evaluators: An interdisciplinary checklist. Braz-TESOL newsletter, June, 16-18.
Matsuda, A. (2002) Representations of users and uses of English in beginning Japanese EFL textbooks. JALT Journal 24(2): 183-200.
Maybin, J. and Moss, G. (1993) Talk about texts: Reading as a social event. Journal of Research in Reading 16 (2), 138-147
McCool, G. (1994). Teaching the formation of questions: Lessons from New French. The Modern Language Journal 78 (i), 56-60.
McDonough, J. and Shaw, C. (1993) Materials and methods in ELT. Oxford: Blackwell.
McGrath, I. (2002) Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
McGrath, I. (2006) Teachers’ and learners’ images for coursebooks. ELT Journal 60(2): 171-180.
McGroarty, M. and Taguchi, N. (2005) Evaluating the Communicativeness of EFL Textbooks for Japanese secondary schools. In J. Frodesen and C. Holten (eds.). The Power of Context in Language Teaching and Learning (pp. 211-24). Boston, MA: Heinle.
McKay, S.L. (2002) Teaching English as an International Language. Oxford: Oxford University Press. (Cultural content in language teaching materials, pp. 88-96)
Michael, I. (1990). Aspects of textbook research. Paradigm, 2. http://w4.ed.uiuc.edu/faculty/westbury/Paradigm/michael9.html
Mindt, D. (1996) English corpus linguistics and the foreign language teaching syllabus. In J. Thomas and M. Short (eds.), Using corpora for language research (pp.232-247). London: Longman
Mishan, F. (2005). Designing authenticity into language learning materials. Bristol:Intellect Books.
Ministerio de Educación/Chile (2005) A study of the use of textbooks in secondary levels (Estudio sobre el uso de textos escolares en enseñanza media). [Online]. Available at http://portal.textosescolares.cl/imagen/File/biblioteca/Estudio_textosescolares_media_2005.pdf.
Mustafa, M. and Cullingford, C. (2008) Teacher autonomy and centralised control: the case of textbooks. International Journal of Educational Development (28): 81-88.
Myers, G. (1992) Textbooks and the sociology of scientific knowledge. English for Specific Purposes, 11, 3-17.
Nelson, M. (2000) A corpus-based study of the lexis of business English and business English teaching materials. Unpublished PhD thesis. University of Manchester.
Neville, G. (1987) Making the most of your textbook. New York: Longman.
Nitta, R. and Gardner, S. (2005) Consciousness-raising and practice in ELT coursebooks. ELT Journal 59(1): 3-13.
Oliveira, J. B. (1995) Understanding textbook quality in the USA: How governments distort the market. International Review of Education 41 (6): 481-500.
Olson, D. (1989) On the language and authority of textbooks. In S. de Castell et al. (eds.), Language, authority and criticism: Readings on the school textbook (pp.233-244). London: The Falmer Press.
O’Neill, R. (1982) Why use textbooks? ELT Journal 36 (2), 104-111.
Popovici, R. and Bolitho, R. (2003) Personal and professional development through writing: the Romanian textbook project. In B. Tomlinson (ed.), Developing materials for language teaching (pp.505-517). London & New York: Continuum.
Porreca, K. L. (1984) Sexism in current ESL textbooks. TESOL Quarterly, 18/4: 705-24.
Poulou, S. (1994) Sexism in the discourse roles of textbook dialogues. Unpublished Master’s dissertation, Lancaster University.
Pugsley, J. (1992) Sexist language and stereotyping in ELT materials. Working Papers on Language, Gender and Sexism, 2 (2).
Reed, B. (2007) Recent Business English publications. ELT Journal 61: 167 – 178.
Reed, B. and Nolan, S. (1997) Survey review: Business English materials. ELT Journal 51: 383-397.
Richards, J. C. (1993) Beyond the textbook: The role of commercial materials in language teaching. RELC Journal, 24 (1), 1-14.
Richards, J. C. (1993) Materials development and research. Making the connection. RELC Journal 37 (1): 5-26.
Risager, K. (1991) Cultural references in European textbooks: An evaluation of recent tendencies. In D. Buttjes and M. Byram (eds.). Mediating Languages and Cultures: Towards an Intercultural Theory of English Language Teaching. Clevedon: Multilingual Matters.
Risager, K. (1998) Critique of textbook criticism. In D. Albrechtsen, B. Henriksen, I. M. Mees and E. Poulsen (eds.), Perspectives on Foreign and Second Language Pedagogy (pp. 53-62). Odense: Odense University Press.
Rivas, R.M . (1999). Reading in recent ELT course books. ELT Journal 53(1). Oxford University Press.
Rivers, W. (1981) Teaching foreign-language skills. Chicago: University of Chicago Press. (see pp. 475-483 for evaluation checklist)
Rixon, S. (1999) Where do the words in EYL textbooks come from?. In S. Rixon (ed.), Young Learners of English: Some Research Perspectives. Harlow: Longman.
Ronnqvist, L. and Sell, R.D. (1994) Teenage books for teenagers: reflections on literature in second language education. ELT Journal 48(2).
Rosen, H. (1966) The language of textbooks. In J. Britton (ed.), Handbook for English teachers/ 2. Talking and writing (pp.100-114). London: Methuen Educational Ltd.
Santos, D. (2002) Learning English as a foreign language in Brazilian elementary schools: Textbooks and their lessons about the world and about learning. Paradigm, 2 (5), 25-38.
Santos, D. (2004) A study of the textbook in literacy events: discourse, literacies and EFL in an educational community. Unpublised PhD thesis. University of Reading.
Santos, D. (2006) Framing the textbook in classroom events. Folio 11/1:14-19
Santos, D. (2007) Reconceptualizing textbooks in culture teaching. Academic Exchange Quarterly 11/1: 36-40
Scott, R. (2002) Survey: Current FCE coursebooks. ELT Journal, 56(2), 192-200.
Scotton, C. and Bernstein, J. (1988) Natural conversations as a model for textbook dialogue. Applied Linguistics 9(4) :372-284.
Sercu, L. (2000) Acquiring Intercultural Communicative Competence from Textbooks: The Case of Flemish Adolescent Pupils Learning German. Leuven, Belgium: Leuven University Press.
Sercu, L. (2000) Textbooks. In M. Byram (ed.), Routledge Encyclopedia of language teaching and learning (pp.626-628). London: Routledge.
Sheldon, L. E. (ed.) (1987) ELT Textbook and Materials: Problems in Evaluation and Development. ELT Documents 126. London: Modern English Publications / The British Council.
Sheldon, L. (1988) Evaluating ELT textbooks and materials. ELT Journal 42 (4), 237-246.
Skierso, A. (1991) Textbook selection and evaluation. In M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 432-453). Boston, MA: Heinle& Heinle Publishers.
Sleeter, C. and Grant, C. (1991) Race, class, gender, and disability in current textbooks. In M. W. Apple and L. K. Christian-Smith (eds.), The politics of the textbook (pp. 78-110). New York: Routledge.
Smith, R.; Kullman, J.; Gray, J.; Wharton, S.; Santos, D. and Pennycook, A. (2009) ‘Critical approaches to coursebooks’. In B. Beaven (ed.) IATEFL 2008 Exeter Conference Selections. Canterbury: IATEFL.
Starkey, H. (1990). World Studies and Foreign Language Teaching: Converging Approaches in Textbook Writing. In D. Buttjes and M. Byram (eds), Mediating Languages and Cultures (pp. 209-227). Clevedon: Multilingual Matters.
Stern, R. H. (1976) Review article: sexism in foreign language textbooks. Foreign Language Annals, 9: 294-99.
Sunderland, J. (ed) (1994) Exploring Gender: questions and implications for English Language Education. Prentice Hall. (Quadrant 2).
Sunderland, J. (2000) From bias “in the text” to “teacher talk around the text”. An exploration of teacher discourse and gendered foreign language textbook texts. Linguistics and Education 11 (3): 251-286.
Swales, J. (1980) ESP: The textbook problem. The ESP Journal, 1 (1), 11-23.
Swan, M. (1992) The textbook, bridge or wall?’ Applied Linguistics and Language Teaching 2 (1).
Tanaka, M. (2004) An investigation of cultural issues in English language teaching: An analysis of cultural materials in Japanese textbooks of English. Unpublished MA Dissertation. Warwick University.
Tickoo, M.L. (1988) In search of appropriateness in EF(S)L teaching materials. RELC Journal 19 (2): 39-48.
Tomlinson, B. (ed.). (1998) Materials development in language teaching. Cambridge: Cambridge University Press.
Tomlinson, B. (1999) Developing criteria for evaluating L2 materials. IATEFL Issues, February-March, issue number 147, 10-13.
Tomlinson, B. (ed.) (2003) Developing Materials for Language Teaching. London: Continuum.
Tomlinson, B. et al. (2001) EFL courses for adults. ELT Journal, 55 (1), 80-101.
Tucker, C. A. (1975) Evaluating beginning textbooks. English Teaching Forum, 13, 355-361.
Tyson-Bernstein, H. and Woodward, A. (1989) Nineteenth century policies for the 21st century practice: The textbook reform dilemma. Educational Policy 3, no. 2, 95-106.
U’ren, M. B. (1971) The image of woman in textbooks. In V. Gornick and B.K. Moran, (eds) Woman in Sexist Society: studies in power and powerlessness (pp. 318-328). New York: Basic Books.
Unsworth, L. (1999) Developing critical understanding of the specialised language of school science and history texts: a functional grammar perspective. Journal of adolescent and adult literacy, Vol. 42 (7), 508-521.
Ur, P. (1996) A course in language teaching: Practice & Theory ( see pp. 184-187 for evaluation checklist). Cambridge: Cambridge University Press.
Walpole, S. (1999) Changing texts, changing thinking: Comprehension demands of new science textbooks. The Reading Teacher 52 (4), 358-369.
Weinbrenner, P. (1992) Methodologies of textbook analysis used to date. In H. Bourdillon, (ed.), History and social studies – Methodologies of Textbook analysis (pp.21-34). Amsterdam: Swets and Zeitlinger.
Williams, D. (1983) Developing criteria for textbook evaluation. ELT Journal, 37(2), 251-255.
Williams, M. (1988). Language taught for meetings and language used in meetings: Is there anything in common? Applied Linguistics, 9 (1), 45-55.
Williams, R. (1981) A procedure for ESP textbook analysis and evaluation on teacher education courses. The ESP Journal, 1 (2), 155-162.
Wilson, P. and Harrison, L. (1983) Materials design in Africa with particular reference to the Francophone Primary School Project, Cameroon. In Language Teaching Projects for the Third World. ELT Documents 116. London: British Council/Modern English Publications.
Wong, J. (2002) “Applying” conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks. International Review of Applied Linguistics (IRAL), 40 (1), 37-60.
Wong, J. (1984) Using conversational analysis to evaluate telephone conversations in English as a second language textbooks. Unpublished master’s thesis, University of California, Los Angeles.
Woodward, A. (1993) Introduction: Learning from textbooks. In B. Britton et al. (eds.), Learning from textbooks: Theory and practice (pp. vii-x). Hillsdale, NJ: Lawrence Erlbaum Associates.
Woodward, A. (1994) Textbooks. In T. Hus’en and N. Postlethwaite (eds.), The International Encyclopedia of Education, Volume 11 (pp.6366-6371). Oxford: Pergamon.
Woodward, A. et al. (1988) Textbooks in school and society: an annotated bibliography and guide to research. New York: Garland Publishing, Inc.
Woodward, T. (2001) Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge: Cambridge University Press. (especially Chapter 5)
Xiao, T. (2005) Self-evaluation of English learning mediated by coursebooks in secondary schools in China: How far has it gone? Unpublished MA Dissertation. Warwick University.