In an ever-changing world, foreign language instruction remains faithfully devoted to teaching by means of coursebooks, the design of which is based mainly on the skills or the structural syllabus paradigm that arranges language according to complexity of grammatical phenomena. In this paper, I aim to explore the appropriateness of the materials we English as Foreign Language (EFL) teachers use in our classrooms, and to present a number of reasons why it might be worth reconsidering a more interdisciplinary approach.