A post by Mike Griffin on why Korean students don’t use apps for learning English made me think about some work I’ve been doing recently that involves teachers. Without going into too much detail, I’ve been looking at the potential for ELT professional development eBooks and trying to establish why there seems to be very limited demand for digital versions of existing print titles.
Now, given the title of this post, I guess it’s worth pointing out that I’m aware that there are language teachers out there already buying professional development eBooks. However, all the evidence suggests that most aren’t, despite the proliferation of laptops, tablets and eReaders, and the ease of purchasing eBooks online. The vast majority of language teachers and ex-language teachers I know, myself included, have at least a couple of ‘classic’ ELT methodology books on their (physical) bookshelves, and the more fortunate ones will have a well-stocked resource library where they teach, giving access to both practical guides and theoretical texts.
So at a time when Amazon and many others are telling us eBook sales are booming, why is the ELT industry still so wedded to print? Here are a few of the most common responses I’ve heard from teachers:
- eReaders are for fiction, tablets are for apps and social media. Reference texts and methodology books don’t really suit either device. Print is best because I can quickly find what I want, and I can bookmark and annotate pages.
- I don’t buy books for professional development. I rely on my library or school, where the only option is print.
- Publishers are not giving teachers the incentives to purchase digital. Digital needs to be cheaper, maybe up to 50% cheaper, and there needs to be extra features like audio, video and interactive exercises.
- There are so many free online resources, including blogs, journal articles and social media communities, with content more suited to reading on mobile devices, so there’s no need to buy methodology eBooks. Or print books for that matter.
- I do read eBooks, but I don’t pay. I only download free PDF versions, you know, the ones you kindly make available on those Russian websites.
This is of course all anecdotal and there are counter-arguments to every one of these points. You can bookmark and annotate eBooks, there is potential for excellent search functionality, the expectation of more content and features for a considerably lower price can be challenging but if approached sensibly can be addressed, and whilst there are some fantastic, thought-provoking bloggers around, this is content that should arguably complement rather than replace cutting-edge, high quality methodology and applied linguistics publishing. Finally, if you need convincing that downloading pirate PDFs is damaging and unacceptable, take the time to read this ELTjam post.
The potential is there for digital delivery to improve the reader’s experience when it comes to methodology and reference titles (in ELT beyond), and for publishers to deliver content in more flexible ways through subscriptions, disaggregated content and library services. However, if print is what most language teachers want (and what teacher trainers and lecturers insist on putting on reading lists) how much time should publishers really spend trying to convince them to switch to digital? And is it a case of switching, or would teachers appreciate redeemable codes for free or low-cost eBooks bundled with the print books, thereby putting a single purchase on both their virtual and physical bookshelves?
I don’t think there are definitive answers to any of these questions, and ELT publishers are either going to continue scratching their heads or, as we’re already seeing (mentioning no names), abandoning professional development publishing in order to focus more energy on the blockbuster courses where there’s greater profit to be made. Whilst I’m all too aware of the importance of keeping publishing profitable, I don’t believe that should be the only driver when it comes to methodology and applied linguistics. Quality publishing in this area is what stimulates debate, brings about change and essentially underpins the professionalism in ELT. What I hope digital content will allow, perhaps combined with print, is more – not less – professional development publishing, better accessibility to ‘classic’ titles, and the ability to reach a greater audience through more flexible content delivered at a lower price. This is simple and yet incredibly complicated, so do get in touch if you have a global solution, and in the meantime, please step away from those illegal downloads.
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