English Textbooks in Moroccan Secondary Schools: Between Adaptation and Adoption

Abstract

This article explores the tension between adoption and adaptation in the use of English language textbooks in Moroccan 2nd Baccalaureate classrooms. Focusing on the three officially prescribed textbooks—Gateway to English 2, Insights into English, and Ticket to English 2—the study employs a qualitative approach that combines textbook analysis, student interviews, and reflective teaching insights. Findings reveal that many textbook components are outdated, culturally distant, or pedagogically misaligned with the principles of communicative language teaching. Student responses further highlight issues of irrelevance, poor visual quality, and a desire for more engaging and modern content. The study concludes that while the textbooks provide structural consistency, they often require significant adaptation by teachers to remain effective. Recommendations are offered to support the development of more dynamic, learner-responsive materials that align with the evolving needs of Moroccan high school students.