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1

In Cunningsworth's (1995:25-28) sense of an ‘integrated package of materials with the coursebook at the centre.’ 2 I refer, of course, to Richards and Rodgers' well-established definition of a method. See Richards and Rodgers 1986.pp. 14-25. For an exploration of the relationship between course package and method, see Vassilakis 1997.


 
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In Greece, there are still secondary classes of English where Proficiency or even post-proficiency level learners happily coexist with pre-intermediate learners!


  



 
 

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By which they often mean a commercial or, at best, semi-commercial presentation of a book at an exhibition. 5 It is interesting that there have been lately a number of locally produced teaching materials in Greece which, according to the claims of their authors and publishers, are based on a humanistic approach, even though the educational philosophy that they embody on the level of procedure is an extremely conservative one! It takes a lot more than a brief mention of Amnesty International to make a coursebook humanistic!

  
 

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The analysis of ideology which I am using is essentially Althusserian. See Althusser 1971, pp. 158-186 as well as Eagleton 1991,pp.139-158, London: Verso 1991

  
 

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See especially Popper 1966a, pp. 173ff, Popper 1966b, pp. 224ff, Popper 1972, pp. 355ff

 

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It is common knowledge that a lot of successful coursebooks produced in this country were in fact written by teams of badly paid teachers, in spite of the name that appears on the cover, which is usually the publisher's own, or simply an alias.

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