The language textbook: representation, interaction and learning

ABSTRACT This guest-edited Special Issue of Language, Culture and Curriculum presents a collection of studies that look into language textbooks through three key themes: representation, interaction and learning. The full issue considers textbooks produced in different parts of the world, for different audiences (in terms of geographical location, age and level of proficiency), for the teaching of several languages (Chinese, English, French, German, Spanish) with different statuses (first, second and foreign language education). This diversity of contexts, texts and users allows us to find recurrent issues and patterns around the world and, at the same time, situate other issues locally for a richer qualitative understanding of the phenomena under investigation. Contributions provide new insight into the interconnectedness of these three key themes (representation, interaction and learning) and what the research field might gain from exploring all three in an articulated manner. They also expand our understanding of the textbook as an educational, cultural, pedagogical and ideological site for research. Discussions, findings and implications appeal not only to researchers but also to language teachers, language textbook publishers and other stakeholders.