General English coursebooks have dominated classroom-based ELT for 40?years. Their legitimacy seems unchallengeable; we can hardly remember a time when things were different, or imagine a time when coursebooks will not be used. And yet, coursebooks make assumptions about language learning that are contradicted by robust SLA research findings; they give teachers and students little say in decisions affecting course content and delivery; and they are influenced by commercial interests which some blame for the increasing commodification of education. This article reviews the case against coursebooks and briefly presents three alternative approaches to ELT. We argue that these alternatives have not been given the exposure they deserve in journals, conferences, and teacher training programmes, and that it is time to engage in more open, critical discussion about the strengths and weaknesses of the ubiquitous coursebook.