Arguments for ELT publishing reform

The English Language Teaching (ELT) publishing industry suffers from significant systemic & structural issues that have raised concerns among educators, institutions, & curriculum developers. While publishers continue to produce materials used by millions of learners worldwide, there is increasing evidence that current practices in the sector are misaligned with the needs of students, teachers, & language teaching institutions.

Shifting decision-making structures

One of the more notable changes in the industry is the growing influence of business professionals, many without direct experience in language education, on editorial & curriculum decisions. As publishing houses are increasingly managed by corporate executives, commercial priorities are often prioritised over educational ones. This deprioritisation of pedagogical principles typically leads to course materials not reflecting up to date, evidence-informed pedagogical principles & classroom realities (Atkinson, 2024; Laborda, 2007).

The impact of global standardisation

To serve a global market & cut costs of curriculum development, publishers have adopted standardised approaches to curriculum design. While this can improve consistency across regions, it also presents challenges. Topics perceived as sensitive or controversial, such as politics, religion, or aspects of personal identity, are often excluded to minimise the risk of offence in any market. Because social norms & cultural taboos differ significantly across countries, publishers frequently apply the most conservative criteria globally. As a result, the range of topics included in materials has narrowed, limiting opportunities for students to engage with diverse, relevant, & meaningful content (Deng & Wang, 2023; Galloway & Numajiri, 2020; Jakupčević & Ćavar Portolan, 2024; Jordan & Gray, 2019).

Fragmentation in curriculum development

The structure of content development has also changed. Tasks are now frequently distributed across multiple authors working independently, often remotely, with limited opportunities for collaboration. This can result in materials that lack coherence & cohesion. Furthermore, fragmented workflows hinders innovation, as it becomes more difficult to develop & implement new approaches consistently across curricula.

At the same time, experienced authors are leaving the industry, citing declining pay & reduced creative autonomy. This has led to higher turnover rates & a greater reliance on less experienced contributors, which can affect both the consistency & quality of published materials. Additionally, less experienced, less expert authors means less depth & flexibility of their knowledge, skills, & attitudes, resulting in even greater difficulties in implementing new approaches (Zemach, 2018).

Misalignment with research & pedagogical advances

While research in linguistics, second language acquisition, & the science of learning has advanced significantly in recent decades, ELT curricula have in many cases remained largely unchanged. Most ELT coursebook curricula materials bear more resemblance to now defunct century-old Direct Method & 1950s Audiolingual method materials. Critics argue that many current materials do not adequately reflect contemporary understandings of how languages are used & learned, nor do they support optimal classroom practices. There is a growing call for curriculum reform that is informed by current research & grounded in classroom experience (Jakupčević & Ćavar Portolan, 2024; Jordan & Gray, 2019; Karim, 2021; Tomlinson, 2016; Vellenga, 2004).

Financial pressures & their consequences

Publishers are also navigating increasing financial pressures. Corporate takeovers & mergers (market consolidation), shareholder demands, & cost-control measures have resulted in pressure to increase revenues & cut costs, leading to higher coursebook prices, which may limit accessibility, particularly in lower-income regions. At the same time, the rise of digital piracy of coursebooks & materials presents ongoing challenges for revenue protection.

To reduce production costs, many publishers have shifted the responsibility for printing supplementary materials, such as revision worksheets, communicative activities, & tests, onto schools & institutions. In some cases, the number of pages of printable resources exceeds that of the coursebook itself. In other words, publishers print thinner books while schools, academies, & departments print more publishers’ resources in-house. Despite the growth of digital platforms, many teachers report that online alternatives do not yet adequately replace the range or flexibility of print-based materials (Laborda, 2007).

Looking ahead

The ELT publishing industry plays a central role in shaping language education around the world. However, as the sector continues to evolve, there is increasing recognition of the need for reform. Addressing current concerns will likely require a renewed focus on pedagogical integrity, greater collaboration with expert educators, & more flexible, research-informed approaches to content development. By doing so, publishers may be better positioned to support the diverse & ever-changing needs of learners, teachers, and institutions globally.

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