Abstract
Coursebook use has proved to be a controversial issue in methodology. In this paper we refer to different writing on this subject, and take the argument a step further. As the way out, we look at an aspect of teaching English as a foreign language (EFL) that sooner or later every teacher comes up against – a need to write his/her materials. As our research has shown, this becomes of major importance in a trilingual classroom. Here, we also refer to some of the theoretical positions underlying third language acquisition (TLA).
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