Gray (2010b) views students as the main consumers of textbooks, but often they remain uninvolved in the process of rating or selecting materials. Students' limited involvement in choosing and evaluating materials leads to heavy reliance on teachers' knowledge, evaluation and use of materials. This offers little space for students' critical evaluation of linguacultural input via textbooks. Canagarajah (1999: 91) has criticised the absence of students' feedback in regard to teachers' pedagogical decisions, indicating thus that students' critical engagement in reviewing and reinterpreting linguistic, cultural dominance represented in textbooks is a part of the process of learning. In a similar vein, Pennycook (2001: 159-160) and Kumaravadivelu (2012: 82) propose critical engagement activities whereby students can problematise and reinterpret the taken-for-granted learning as a form of language acquisition.
This chapter will discuss students' views on and ways to deal with the lin- guacultural input via teaching materials. It will further illustrate students' knowledge of English language and its use by evaluating the described input resources with the researcher. By presenting students' evaluation of teaching materials, I will exemplify the possible way to negotiate ELF-relevant classroom practice from the students' perspectives and in their own terms. Also, the examples, I will offer, of student critical engagements and evaluation of input sources from teaching materials, can also provide teacher trainers and trainees with new ideas for creating their own context-friendly engagement activities and can more generally inform approaches to teacher education and teaching practices.