This article responds to Jordan and Gray’s critique of the global coursebook and the call to have open, critical discussions about coursebook use in light of SLA research (Jordan and Gray 2019). I make a case for why the assumptions made about what constitutes a global coursebook are too narrow. I also dismiss the idea of one type of global coursebook and that the two coursebooks mentioned as examples of a typical global coursebook follow a wholly synthetic syllabus with an explicit instruction model. Most modern global coursebooks, I posit, have both synthetic and analytic characteristics. I point to research which gives evidence in support of the benefit of explicit instruction within the context of communicative language practice. In defence of publishers, I present an alternative viewpoint showing that major publishers do not simply publish coursebooks with little regard to educational research in pursuit of profit. I end by addressing the issue of why a coursebook—or course package—can be a valuable set of resources for teachers.

中文翻译：

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教科书：除了眼神之外，还有什么？

本文回应了约旦和格雷对全球课程手册的批评，并呼吁根据SLA研究对课程手册的使用进行公开，批判性的讨论（约旦和格雷2019）。我举例说明为什么对构成全球课程手册的假设过于狭窄。我也驳斥了一种全球课程手册的想法，而提到的作为典型全球课程示例的两本课程则遵循带有明确教学模型的全合成课程提纲。我认为，大多数现代全球课程都具有综合性和分析性的特征。我指出的研究提供了证据，以支持在交际语言实践的背景下进行明确教学的益处。为了保护出版商，我提出了另一种观点，表明主要出版商不只是出版课本而很少关注追求利润的教育研究。最后，我要解决一个问题，即为什么一本课程手册（或一揽子课程包）可以成为教师的宝贵资源。