Researchers have detected that the content of the ELT global
coursebooks is characterised by the continuous repetitive existence of specific
topics resulting in the standardisation of the content of ELT global textbooks
(Gray, 2002). This gives the impression that ELT coursebooks look similar to
each other as a result of dealing with the same topics and following the same
guidelines (Ariew, 1982). This tendency towards tackling the same issues in
global coursebooks could be deduced from the recurrence of topics such as
travel, holidays, and tourism found in coursebooks as detected by Gray (2002)
following his analysis of the first edition of Headway Intermediate
(Soars & Soars, 1996). In fact, Gray (2002) noticed the occurrence of these
topics in ten units bearing in mind that the total number of units of that
coursebook is fourteen.
What is called «aspirational content» (Gray, 2002,
p. 161) is the kind of content that motivates learners all around the world and
which they strongly desire (ibid). An example of this globally desired content,
besides travel, holidays, and shopping, is fashion, which is included in
Headway Intermediate (Soars & Soars, 1996) as illustrated by Gray
(2002).
A What a fantastic coat! Was it expensive?
B It cost an absolute fortune. But the material's beautiful, and
it's got a silk lining.
A Where did you get it?
B I saw it in the window of that new shop in town, you know,
it's called `Chic'. A Yes, I know it. They have some lovely stuff, don't they
(p. 161)?
The `aspirational content' (Gray, 2002) in global coursebooks
is provided using a kind of English that Brown (1990) described as
«cosmopolitan» (qtd in Pennycook, 1994, p. 177). What is meant by
`cosmopolitan English' is the globally prevailing variety of English that is
based on the dissemination of materialistic capitalist values mainly
characterised by practicing leisure activities in a world where there are no
problems facing individuals (Rinvolucri, 1999). Such a tendency could be
beneficial for providing another motivating and `connecting' element between
learners.
However, the `aspirational content' could hinder learners
using global coursebooks from acquiring the ability to discuss serious matters
with ease. They will, in contrast, acquire and appreciate the `aspirational
content', which is solely about «a lifestyle of comfort and
affluence» (Canagarajah, 1999, p. 88).
Investigating the language used in American Kernel
Lessons: Intermediate (O'Neil, Yeadon, & Cornelius, 1978), Canagarajah
(1999) found out that «the linguistic ideology of the textbook tends to
reinforce the dominance of `standard English', by ignoring the existence of
indigenous Englishes in the periphery» (p. 88). What this means is that
Inner Circle (Kachru, 1985) ELT textbooks ignored the existence of hybrid
varieties resulting from the mixture of `standard English' and local languages.
However, such an argument could be discussed by the fact that one of the aims
of acquiring a foreign language is to preserve communication, which might
legitimate the standardisation of codes (Derbel, 2004).
Prodromou (1988) argues that «globally designed
textbooks have continued to be stubbornly Anglo-centric: appealing to a world
market as they do they cannot by definition draw on local varieties of
English» (qtd in Pennycook, 1994, p. 177). Prodromou (1988) explains that
this Anglo-centricity is manifested in the focalisation of Anglophone
language
varieties in coursebooks and the marginalisation of what Kachru
(1985) calls `New Englishes'.
Such arguments point to the possible inadaptability of global
ELT textbooks to learners around the world with their diverse learning styles,
strategies, cultures, and aspirations (Thornbury & Meddings, 2001). It is
in this context that one could understand Tomlinson's (1998) claim that
coursebooks «are often regarded as suspect both in terms of their language
models and their methodology» (qtd in Ranalli, 2003, p. 4). What is meant
by this is that coursebooks are problematic in terms of the language varieties
that they offer as a model to learn English and in terms of the assumptions
about learning that they adopt.
Using Anglo-American varieties in global coursebooks is
considered an item connecting world users of ELT global coursebook, which is
part of creating a «one size fits all» (Gray, 2002, p. 166) that is
assumed to be relevant, appropriate, and motivating for all users around the
globe. For this reason, connectedness in terms of topics and language, although
problematic, is considered a principle of global coursebooks and, hence, a
feature of «globality», being the end product of globalisation
(Schafer, 2007).
The reception of global content in global coursebooks is
related to attitudes towards them (Canagarajah, 1999). These attitudes towards
coursebooks vary as some researchers highlight their value while others condemn
their unsuitable content. Some others can be situated midway in the sense of
avoiding total rejection or total idealisation of textbooks.
