1. The document challenges common assumptions about how second language acquisition works and how coursebooks are used in English language teaching. 2. It argues that coursebooks are based on faulty descriptions of language learning that assume learners acquire language in a linear, item-by-item fashion, which is contradicted by research on interlanguage development. 3. The document proposes alternatives like process syllabus approaches that give more control to teachers and learners and use local materials rather than relying solely on commercial coursebooks.