This paper examines the role of textbooks in the development of writing skills in Portuguese as a Foreign Language (PFL) at the B1 level within the Portuguese educational context. While textbooks provide a structured framework for language acquisition, their effectiveness in fostering writing proficiency requires critical evaluation. This study addresses the research problem of how PFL textbooks promote effective writing competences among B1-level learners. The methodology includes a review of literature on textbook analysis and second language writing pedagogy, coupled with an analysis of commonly used PFL textbooks in Portugal. The analysis focuses on the types of writing activities, the integration of processual writing skills, and the alignment with B1-level competencies as defined by the Ministry of Education. Key findings reveal that while textbooks offer foundational support in language structures, they often need to be supplemented with creative and communicative writing tasks. Implications suggest that educators should adopt a flexible approach, adapting and complementing textbook content to cater to diverse learning needs and encourage critical thinking. This study contributes to a better understanding of how textbooks can be leveraged to enhance writing instruction in PFL contexts, ultimately improving learners' writing abilities.

Portuguese as a Foreign Language, Textbooks, Writing Skills, Teaching Writing, B1 Level, Communicative Competence

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