Comparative Perspectives on TESOL Textbooks and their Implications for Pakistani TESOL

Abstract

The TESOL textbooks' contents play a pivotal role in shaping and transforming learners' linguistic competencies, as well as preparing them to communicate effectively in both academic and social contexts. This study aims to conduct a comparative evaluation of the integration of multiliteracies within TESOL  textbooks in South Asia, alongside global trends and TESOL practices in Pakistan. It reviews the incorporation of multimodal literacies in selected TESOL textbooks to assess their relevance in contemporary ELT culture. The paper also analyses current trends related to TESOL textbook practices in Pakistan by identifying their strengths, limitations, and disparities in comparison to regional and global practices. The comparative analysis reveals that, although global trends in TESOL textbooks are increasingly adopting multiliteracies- based approaches, South Asian textbooks show uneven adoption, and Pakistani TESOL textbooks face noticeable limitations in integrating multiliteracies. The study suggests that, despite being responsive to local needs and constraints, it is crucial to enhance ELT practices in Pakistan by aligning with global standards. The study concludes with practical recommendations for curriculum designers, policymakers, and teachers to effectively incorporate multimodal learning within the Pakistani TESOL context.