Abstract
In this chapter, key arguments made for and against the use of global coursebooks are revisited, with the aim of synthesising, contrasting, and critically discussing these opposing views. Teacher and learner surveys regarding the use of global coursebooks are also drawn upon to represent these important but often absent voices in the debate. The chapter also considers why views on global coursebooks have become so polarised and how the language used to represent coursebooks in the literature reinforces extreme positions. Finally, a more nuanced and balanced understanding of the value of global coursebooks is suggested, which depends upon greater awareness of the relevant issues postulated by both the pro- and anti-coursebooks camps, greater empirical research into coursebook use, and recognition of the emotive language which is used to describe them.
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