This article investigates the contribution of textbooks for the teaching of foreign languages in upper-grade classrooms paying attention on their effectiveness through pedagogical diagnostics. It also considers the degree of compliance of the textbooks used with up-to-date pedagogy, the different needs of the pupils as well as the skills required for the learning of a foreign language. Examining prior literature and adding some field data, the paper points out through current practice what is effective in designing and what is not. Suggestions are also made on the construction of diagnostic instruments aimed at measuring and enhancing textbook productivity which is consistent with present day language teaching approaches and norms.

Textbooks, foreign language teaching, upper grades, pedagogical diagnostics, curriculum, language proficiency, student engagement, instructional design, educational resources, classroom practices

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