Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language teaching) textbook writers managed compromises during ongoing coursebook development. The authors’ data sets – primarily composed of think-aloud protocols and transcripts of pre- and post-concurrent verbalization interviews – revealed that they applied pragmatic judgement when contemplating the incorporation of textually authentic material and reconciled continuity and variety when developing unit frameworks and content, all with textbook audiences, contexts, and purposes in mind. Further, one of the authors reached compromise with project partners to integrate monologue and dialog texts into his book, while the other squared pedagogic imperatives with publishing realities by skillfully navigating textbook length, design, and deadline parameters during her project. By reconciling ostensible opposites to reach compromise, the authors balanced complexities to see their books through to completion. This research may inspire neophyte textbook writers’ efforts as they examine the architecture of writing sessions and prompt teachers to weigh authorial choices and balances during ELT textbook evaluation.

尽管有关教学材料制作的报告指出了作者在编写语言教学教科书时做出的妥协范围，但许多说明本质上是回顾性的。本研究试图通过定性内容分析询问写作情节来扩展研究视角，以发现两位专家 ELT（英语语言教学）教科书作者如何在正在进行的教科书开发过程中进行妥协。作者的数据集——主要由大声思考的协议和并发前和后并发语言访谈的抄本组成——表明他们在考虑合并文本真实材料时应用了语用判断，并在开发单元框架和内容时协调了连续性和多样性，所有这些都考虑到教科书的受众、背景和目的。更远，其中一位作者与项目合作伙伴达成妥协，将独白和对话文本整合到他的书中，而另一位作者则通过在她的项目中巧妙地导航教科书长度、设计和截止日期参数，将教学要求与出版现实相结合。通过调和表面上的对立以达成妥协，作者平衡了复杂性，以完成他们的书。这项研究可能会激发新手教科书作者的努力，因为他们检查写作课程的架构并提示教师在 ELT 教科书评估期间权衡作者的选择和平衡。和她项目期间的截止日期参数。通过调和表面上的对立以达成妥协，作者平衡了复杂性，以完成他们的书。这项研究可能会激发新手教科书作者的努力，因为他们检查写作课程的架构并提示教师在 ELT 教科书评估期间权衡作者的选择和平衡。和她项目期间的截止日期参数。通过调和表面上的对立以达成妥协，作者平衡了复杂性，以完成他们的书。这项研究可能会激发新手教科书作者的努力，因为他们检查写作课程的架构并提示教师在 ELT 教科书评估期间权衡作者的选择和平衡。