| Summary: | This study is meant to investigate rural primary school teachers’ views on the use of imported textbooks and their
adaptation strategies in dealing with foreign content in the prescribed materials. A qualitative approach was employed
using semi-structured interviews, involving seven rural primary school English language teachers. The responses
were orthographically transcribed and analysed using thematic analysis. The teachers disclosed that they did not
have problems with the grammatical elements in the textbooks, but the cultural context needed to be locally presented
to make the materials meaningful to their students. Teachers with fewer years of teaching experience, as opposed to
experienced teachers, were found to be more innovative in their classrooms. Prospective research might better
consider larger samples and employ a deliberate method of study for a better generalisation.
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