Text-books have to cope with diversified educational contexts.

One of the most salient, if not relevant, contexts of language teaching is the institution in which you are teaching. ESL/EFL classes are found in a wide variety of educational establishments, such a wide variety, in fact, that text-books publishers have a hard time tailoring material for the many contexts. Even within one “type” of institution, multiple goals are pursued. For example, language schools in many countries are finely tuned to offer courses in conversation, academic skills, English for specific purposes, work-place English, vocational/technical English, test-taking strategies and other specializations. Institutional constraints are often allied to sociopolitical considerations. Schools and universities cannot exist in a social vacuum. Public elementary and secondary schools may be subject to official national issues. In the United States and other countries, for example, the type of second language program offered in schools is a product of legislation and government red tape. Students’ purpose in taking English at the higher education level may be colored by institutional policies, certification and degree requirements, instructional staffing, and even immigration regulations.