Chapter I. General characteristics of Textbooks in teaching fl

Chapter II. Modern approaches in compiling textbooks for FL classes
2.1. The main categories of textbooks
Nowadays, a range of learning resources are used to support students in their learning process, among which textbooks are the most notable. Textbooks play an important role in almost any school system in the world, representing a useful resource for both teachers as course designers and students acquiring knowledge. However, the use of commercial textbooks and other teaching and learning resources has advantages and disadvantages, which is what we invite authors to address in this focus issue of the CEPS Journal.
This focus issue aims to investigate the advantages and disadvantages of using a textbook, as well as ways of adapting textbooks that provide teachers with an opportunity to personalise teaching material and enable students to be more actively involved in the learning process. In addition, we would also like to focus on differences in the use of printed and digital textbooks, and to address the question of the extent to which printed textbooks are being replaced by photocopies, digital learning tools and other non-textbook materials and how this affects the quality of education. 
In this context, we invite authors to investigate the quality criteria for evaluating textbooks, such as whether they address individual learners’ needs, maintain high standards of design and production, follow the aims and objectives of syllabuses or course programmes, use effective teaching and learning approaches and methods, are accompanied by various learning resources, are sensitive towards gender equality, etc.
Theoretical and empirical articles are therefore welcome for this issue, in order to contribute to new insights into the role of textbooks in teaching and learning processes.
Textbooks which are organized in a systematically progressive fashion: these are educational texts which propose a structure, an order and a progression in the teaching-learning process:
- instruction is structured, organized in chapters and in units;
- the content of learning (information, explanations, comments, practical exercises, summaries, evaluation) is presented in an order;
- there is systematic progression of learning towards the acquisition of new knowledge and learning new concepts, based on known items of knowledge.
These textbooks are real working tools for the teacher and the pupil. Whilst teacher's guides do enter into this category, they are intended only for the teacher and their structure, organization and content differs from textbooks for pupils.