Main Article Content
The use of the textbook in teaching English as a second language has been acknowledged as a significant tool during the last century. However, the critical approaches and modern methods have challenged the belief that the textbook stands sovereign and the ultimate blind source in language learning. This study aims to investigate the paradigms of the “hidden curriculum” (Cunnigsworth, 1997) which are assimilated unstated and established by the authors. The main purpose of the study is to analyze the textbook taught at intermediate level in Pakistani colleges at district Faisalabad. The results of the paper may be helpful in identifying the problematic areas concerning the content of the textbook. The findings of the research paper recommend that the qualities and the strength of a textbook could be recognized in the regions of material organization with respect to the areas of learners’ indigenous preferences.