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The paper highlights terminology inconsistencies that hinder clear identification of adaptation techniques, where similar terms may denote different procedures. Treating adaptation as a process, it proposes a research-informed framework in which teachers respond to perceived mismatches between the textbook and contextual factors by changing content, language, and activity sequencing, drawing implications beyond English teaching.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theorising-textbook-adaptation-in-english-language-teaching-research-informed-framework/598316/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theorising-textbook-adaptation-in-english-language-teaching-research-informed-framework/598316.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the paper address about textbook adaptation?","Question",{"text":111,"@type":112},"It addresses the limited research on how teachers actually use and adapt textbooks in the classroom, and how terminology inconsistencies make adaptation techniques difficult to define and analyze.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why is existing terminology considered problematic?",{"text":116,"@type":112},"Different terms may refer to the same adaptation technique, identical terms may refer to different techniques, and frameworks may sort comparable techniques into different categories.",{"name":118,"@type":109,"acceptedAnswer":119},"How do teachers engage in textbook adaptation according to the paper?",{"text":120,"@type":112},"Teachers adapt when they identify or feel a mismatch between the textbook and contextual factors such as school facilities, learners, teacher cognition, course requirements, or material outdatedness, applying principles to change content, language, and/or activity sequence.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598316,1792086701,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":31},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1287  \nTheorising Textbook Adaptation in English Language Teaching  \nStefan Rathert*1 and Neşe Cabaroğlu2  \n• Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.  \nKeywords: adaptation, adaptation techniques, coursebook, foreign language teaching, textbook  \n1 *Corresponding Author. Faculty of Education, Kahramanmaraş Sütçü İmam University, Turkey; [strathert@gmail.com](strathert@gmail.com).  \n2 Faculty of Education, Çukurova University, Adana, Turkey.  \nRazmislek o prilagoditvi učbenika pri poučevanje angleščine  \nStefan Rathert in Neşe Cabaroğlu  \n• Čeprav so učbeniki osnovna sestavinavsakodnevne učne prakseučiteljev angleškega jezika, je bilo opravljeno zelo malo raziskav glede tega, kakoučitelji dejansko uporabljajo (tj. prilagodijo) učbenike v učilnici. Ta vrzel je še poslabšana z vidika predlagane terminologije, ki se nanaša naučiteljevo uporabo učbenika, saj je ta prepredena z nedoslednostmi, pri katerih se na primer različni izrazi sklicujejo na isto prilagoditev tehnik, identične oznake označujejo različne tehnike in predlagana ogrodja serazlikujejo v tem, da primerljive tehnike dodeljujejo različnim kategorijam. Ta nedoslednost zrcali težavnost operativnega poimenovanja prilagoditvenih tehnik, saj so nekateri izrazi sicer rabljeni nedvoumno, a vseeno nedoločno, kar posledično niža razlagalno moč, pri čemer pa tudi bolj specifični izrazi nazadnje postanejo potencialno nezanesljivi, saj je prilagoditev lahko vezana na številne termine glede na težavnost posamezne adaptacije učbenika. Pri razpravi o teh vidikih prispevek predlaga raziskovalno-informirano ogrodje kot prispevek k sistematičnemu opisu prilagoditev učbenikov pri poučevanju tujega oz. drugega jezika. Pri analizi adaptacij kot procesa argumentiramo, da se učitelji, gnani sstrani zaznanega ali občutenega neujemanja med učbenikom in drugimi faktorji (npr. šolske infrastrukture, učečih se, učiteljevega védenja, zahtev predmeta, zastaranosti gradiva), lotijo prilagoditev na osnovinačel (tj. zamisli o najboljši praksi, prek sprememb vsebine, jezika in/ ali sosledja aktivnosti, ki jih ponujajo avtorji učbenika) . Čeprav je povezano s poučevanjem angleščine, članek ne zadeva ekskluzivno le tegakonteksta, ampak ponuja raziskovalne možnosti glede rabe učbenikovtudi znotraj drugih pod","cbCaipN29Ix7zrhU","https://ap.wps.com/l/cbCaipN29Ix7zrhU","pdf",199720,"English","# Theorising Textbook Adaptation in English Language Teaching\n## Textbook adaptation as classroom practice\n## Terminology inconsistencies and operational definitions\n## A research-informed framework for adaptation","[{\"question\":\"What problem does the paper address about textbook adaptation?\",\"answer\":\"It addresses the limited research on how teachers actually use and adapt textbooks in the classroom, and how terminology inconsistencies make adaptation techniques difficult to define and analyze.\"},{\"question\":\"Why is existing terminology considered problematic?\",\"answer\":\"Different terms may refer to the same adaptation technique, identical terms may refer to different techniques, and frameworks may sort comparable techniques into different categories.\"},{\"question\":\"How do teachers engage in textbook adaptation according to the paper?\",\"answer\":\"Teachers adapt when they identify or feel a mismatch between the textbook and contextual factors such as school facilities, learners, teacher cognition, course requirements, or material outdatedness, applying principles to change content, language, and/or activity sequence.\"}]","Theorising Textbook Adaptation in English Language Teaching - research-informed framework | PDF"]