Choosing a main course book for English language teaching and learning

[A] Profile of the learner(s)

[B] Needs of the learner / group / level; Fluency or Accuracy?

[C] Motivation - Method; interests; Cultural; Age Group?

[D] Time & Place - 2 weeks or 1 academic year? L1 or L2 environment?

[E] Other external constraints - public perception; examination syllabus.

The order of importance will vary according to learning / teaching / institutional context, time-scale and nature of goals:

Learners' needs
Ordering and pacing of syllabus
Maintenance of interest - suitable (perhaps for captive learners)
Type of course: exam based, intensive, vacation - fixed period or continuous intake
Age group - suitable for maturity-level and motivation of learners
Time scale - variety & quantity of material - suitable for length of course
Cultural orientation
Suitable for class-size
Role of teacher(s) and learner(s) appropriate to preferred teaching & learning styles
Mono or Multilingual
Narrative or Topic based
Assumption of learner knowledge
Mix of syllabus: structural; notional / functional; task-based (communicative)
Right measure of authenticity i.e. suitably adapted for level
Appropriacy of lexis, structure for learners' level
Right selection of vocabulary and syntax for learners re function & complexity
Range and appropriacy of texts
Range & weighting of skills
Revision technique: cyclical or linear
Suitability for self-access
Do learners' exercises, activities and tasks work?
Ease of use for teacher
Ease of use for learners
Summary of items for reference
Visual impact
Accompanying aids: charts, cassettes, videos, CD-rom
Dated or modern language
Metalanguage
Teacher book
Course or part course book

But the real evaluation is made when it is used in the classroom.

Bibliography

Materials Development in Language Teaching by Brian Tomlinson - (Cambridge Language Teaching Library 1998)

Choosing Your Coursebook by Alan Cunningsworth - (Macmillan ELT 1995)