Why are so many EFL Textbooks so bland, boring, and culturally tone-deaf? Allow me to ask a more polite question.
How can English teachers working abroad and international English textbook publishers both respect local cultures and create more engaging English classroom lessons? The challenge may be more complicated than you might suspect.
A long, informative, and detailed exchange on a TESOL list serve recently focused on the peculiar sensitivities of Saudi Arabian students. An experienced American English teacher reported that his Saudi students expressed anger over a paragraph in their writing book. The imported American English language textbook, which has collected considerable critical praise, contained a paragraph celebrating friendships across many countries and religions – including an unpopular democratic rival nation of the Saudi kingdom. Working in a closed, theocratic society where women are banned from driving evidently raises many delicate problems for English teachers, and many EFL and ESL materials must be carefully edited. Obviously, discussing politics, religion, sexuality, and gender issues is clearly culturally inappropriate and often legally forbidden in this rigid Islamic kingdom.
Without passing judgment for the moment on the Saudi students’ perceptions and religious passions, let’s zoom out a bit. This awkward incident illuminates the need to explicitly tailoring English as Foreign Language (EFL) content to reflect different national cultures. It also identifies a core defect in the many EFL publishers and why so many EFL and ESL textbooks are bland, boring, and heavily censored. Who wants to offend many potential customers and clients by just mentioning a small country’s name?
As I heard explained at two fascinating TESOL workshops for EFL material writers at the 2011 conference in New Orleans, the current practice for EFL publishers is to simply collect all the possible objections, adopt the “red lines” of all countries, and uniformly impose these taboos around the world. The default advice for EFL material writers includes prohibiting not only politics, alcohol religion, sex, and nudity (predictable), but also mention of luck, negative emotions, Israel, gender roles, and pork.
Here are some memorable examples. One EFL materials writer detailed how he had to drop a chapter on bad luck because it implied that God wasn’t in control of events and might encourage superstitious thinking. Another writer told TESOL participants about having to drop a health chapter which included a “no smoking sign” because it implied that smoking was a choice. Another presenter felt proud that he was able to list “negative emotions” such as “bored”, “tired”, “unhappy” when outnumbered by positive adjectives by a 3-1 margin in a chapter on feelings.
Evidently, many educational bureaucrats evidently place creating a “harmonious society” and teaching conformity above actual language acquisition or student expression. Shock, shock. The ban on mentioning Israel comes from – as demonstrated in the Saudi Arabia classroom that sparked this informative discussion among TESOL professionals – the fashionable desire to see a democratic, successful nation abolished among many Arabs. Many British publishers have also found many Arab countries, including several former colonies and a few royal kingdoms the British Empire helped create after WWI, to be important, lucrative EFL markets. The predictable result: pandering to local prejudice and the systematic omission of positive references to Israel.
Naturally, printing world maps that ignore the existence of a small country is also an explicitly political decision so the “avoid politics” advice is a tad dishonest here. Further, as the son of a Holocaust survivor, I find the strange belief that every group deserves a nation except Jews pure bigotry and fashionable group hatred. Yet, for worse or for better, this quasi-official ban seems to be widely adopted by many British EFL publishers. (American textbook publishers, perhaps inspired by a federal law that prohibits honoring the Arab boycott of Israel, don’t appear to follow this particular practice.)
Yet rather than focusing on the passionate politics of the Mideast, let’s remember that the largest clients often dictate content in many fields. And governments and their education ministries remain, by far, the largest clients for international educational publishers. In fact, educational ministries– especially in closed, dictatorial societies where teaching critical thinking is more than discouraged, censorship taken for granted, and English often viewed with some lingering suspicion as an old imperial tongue – hold exceptional power to approve or veto EFL textbooks. Focusing on pleasing these clients, many American and British publishers have chosen to adopt all the “red lines” of various cultures. Unfortunately, this current practice ends up imposing the safest, narrowest paradigm on all their international clients – across the globe. The Saudi standard becomes the standard for French, Brazilian, Japanese, and Korean English language learners too.
After all, efficiency matters in publishing too. From a publisher’s perspective, creating one core EFL textbook and making very minor tweaks (usually illustrations) for each region works just fine. The downside, as many of us know from personal experience, is the resulting product often becomes bland, often fails to engage students, and effectively allows the most closed societies to dictate content across the globe. Both English teachers and their students lose access to more meaningful, reflective, and accurate information and wider, more modern and tolerant perspectives.
Yet satisfying student interest is far less important from a global sales perspective than meeting a ruling regime’s dictates to re-enforce local beliefs and uphold the political status quo. These larger concerns translate into many boring EFL textbooks that both pander and overlook local cultures by promoting a one-size fits all English language learners textbook. As of now, many of these well-known EFL titles still manage to sell huge numbers – and avoid dozens of engaging topics that directly relate to students’ actual lives, experiences, and hopes. For instance, English students in poor Asian, African, and Central American countries currently have to learn about housing vocabulary written from an abstract, universal perspective with examples from London, New York, and Tokyo. How relevant, appropriate, or accurate will the housing vocabulary be?
Yet there is a better, smarter, and more culturally sophisticated way to both acknowledge the political realities of working in closed societies and create more engaging EFL textbooks that express and reflect national cultures. We could develop more appropriate EFL materials that authentically reflect the actual life experiences and aspirations of English language learners in their current context. More on that topic in the next Compelling Conversations blog post.
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It’s the teacher’s responsibility to lead and choose a book which inspires and helps students achieve their goals.
I’m sure a good teacher can still lead motivating lessons in countries such as Saudi Arabia, and it’s common sense to show consideration to the culture you’re teaching in.
I’m happy with the books I’ve chosen with my students, and they seem fine with them too.
So which books are you referring to? Which books are “bland and boring”?
It is a bit of a non-issue. If you don’t like the book you have, then students in many countries of the world will be happy if you find compelling materials elsewhere.
Comment by David — September 29, 2011 @ 2:52 am
Of course theirs always the option to use real factual internationally published news material.
For example LingleOnline has are over 60,000 recent news articles and hundreds more added weekly from many renowned news sources that cover a multitude of topics. It can automatically create learning material and lesson plans from any article. It identifies grammar, vocabulary and level automatically. Be interested to hear what you think. Obviously no more than the current requirement with more closed societies teachers need to exercise judgement in choosing any article that they think might be controversial, but even if it controversial it is real news and what is happening in the word.
Comment by ian — September 29, 2011 @ 4:15 pm
[...] Why Are So Many EFL Textbooks So Bland, Boring, and Culturally … Many English as a Foreign language (EFL) textbooks bore English students, ignore local cultures, and impose a one-size fits all style. Why? Source: compellingconversations.com [...]
Pingback by Why Are So Many EFL Textbooks So Bland, Boring, and Culturally ... | Materials Production | Scoop.it — September 29, 2011 @ 5:00 pm
David – You make an important point that teachers must take responsibility for their choice of textbooks, chapters within books, and authentic materials from websites, magazines, and newspapers. Knowing student needs and desires – and remaining cognizant of cultural norms and national laws – remains both sensible and essential.
Having said that, international textbook publishers have choices to make and markets to feed. The current practice of accepting red lines from governments and censors across the globe, and publishing bland, boring, and culturally tone deaf works remains a choice. Pearson Longman doesn’t have to accept the Saudi censorship rules for their textbooks being sold to Western Europe, Latin America, or Asia. Further, both advances in publishing technology and the abundance of English language teachers working in closed societies make the option of creating specialized versions quite feasible. Many small publishing companies regularly create educational materials for specific companies and countries.
Given that the vast majority of English teachers continue to rely on standardized textbooks, this distortion of global education can’t be simply dismissed as “not an issue” when it effects the quality of millions of English language learners. We shouldn’t confuse best practices with common practices in EFL classrooms. Further, the vast majority of standardized exams continue to emphasize passive skills (grammar, listening, reading) over active skills (speaking, writing). There’s really no excuse for French, Brazilian, and Korean students in open, democratic societies being forced to use materials designed for closed societies often ruled by dictatorships and local prejudices. Moreover, the current practice doesn’t even benefit the elites of these closed societies or serve their enlightened interest since they could demand educational materials that accent their national achievements, deepen local identities, and provide better, more relevant materials for their citizens.
Bottomline: the current system only works for the huge international publishing companies, and no-one else.
Comment by Eric — October 9, 2011 @ 6:47 pm
Ian – Focusing on our students and adding current events to the course materials often enlivens EFL classes and reduces dependency on bland textbooks. I share your enthuasism, and often deploy short articles in my courses. With more advanced English language learners, you can also ask them to hunt , gather, and review newspaper articles. The challenge, as you note, remains modifying the material so it’s accessible to many EFL students.
Thank you for sharing that informative, valuable site that provides English teachers and tutors with some practical tools to create meaningful, individualized lesson plans from newspaper and magazine articles. I look forward to experimenting with it.
Shalom,
Eric
Comment by Eric — October 9, 2011 @ 6:55 pm
Hi Eric,
How are you. I am glad to discover your blog through freeeslmaterials.com.
I run englishteachingdaily.com, a portal that offers a summary of latest ELT blog posts from the blogosphere, event updates, articles and more.
This site has been launched on October 7 and in the first 20 days of its launch it received 5500 views,
We would like to reprint your articles on my site. We will give appropriate credit to you for your works and link to your profile and the website.
Kindly have a look at my website at englishteachingdaily.com and let me know if we could work out together.
Thanks,
Tarun Patel
email: tarunjpatel@gmail.com
skype: tarunjpatel
Comment by Tarun Patel — November 4, 2011 @ 6:04 am
Dear Tarun – Thank you for your kind words and generous offer. Your website has quickly collected a number of fine articles, and I anticipate joining your growing website.
Shalom
Eric
Comment by Eric — November 4, 2011 @ 1:31 pm
Thanks a lot Eric
Comment by Tarun Patel — November 4, 2011 @ 8:21 pm
I appreciate you sharing this article.Really looking forward to read more. Really Great.
Comment by Kylee Trainer — January 15, 2012 @ 8:12 pm
The lack of creativity when creaing a book is the main problem, we all know that; however besides that it is important to remember what our needs are and espeacially what we are really looking for when chosing a book.
Comment by milagros — May 1, 2012 @ 11:47 am