A discussion of the role of English-as-a-Second-Language (ESL) textbooks in Hong Kong schools is examined first in social and historical contexts and then within the framework of a newly revised public school curriculum. The textbook is first viewed from three perspectives: curricular (socio-political); instructional (as an educational tool); and economic (as a commodity). Then it is examined in three distinct periods of English language teaching in Hong Kong: classical humanism (1878-1952); reconstructionism (1952-1995) and progressivism (post-1995). The use of textbooks during each of these periods is discussed. It is concluded that in the new Hong Kong educational scheme, published ESL textbooks and complementary materials (workbooks, audio and video tapes) will be an important core instructional resource and reflect progressivist values: durability; flexibility; and economy. Considerations in the design of textbooks and in teacher training in their classroom use and adaptation are also noted. Contains 15 references. (MSE)