ABSTRACT
In foreign language classrooms, regardless of the language, textbooks and other teaching materials play an important role. Brown (1995) acknowledges their significance by positioning it as one of six components of a language curriculum, along with needs analysis, goals and objectives, testing, teaching, and program evaluation. Dubin and Olstain (1986) argue that, because the process of curriculum design is sometimes not clear to teachers and most likely unknown to learners, “the tangible element that gives a language course face validity to many learners and teachers is the textbook” (p. 167).
