Complex text in ESL grammar textbooks: Barriers or gateways?

Abstract

Suggests that English-as-a-Second-Language (ESL) teachers assess prospective textbooks by comparing real-life user's actual knowledge of the author's assumed student knowledge. Through examination of charts and page excerpts of two ESL grammar textbooks, demonstrates that access to the pedagogical knowledge demands sophisticated formal knowledge, because of the various graphic devices and discourse forms used. (Author/VWL)