Communicative Language Teaching (CLT) seeks mutually comprehensible social interaction in spoken discourse. To serve this purpose, coursebooks undoubtedly play a key role as to how speaking practice takes place. In Turkey, local coursebooks are prescribed by the Ministry of National Education (MoNE); however, many practitioners seem to opt for the international alternatives. Considering the debate over qualitative adequacy, the current study compares two coursebooks in terms of the ground given to speaking skills. The method involves two 9th grade English language coursebooks, "Teenwise" (local) and "Talent 1" (international), being analysed via Taxonomy for Identification of Coursebook Speaking Activities (TICSA). Findings indicate that the international coursebook allocates slightly more space to speaking than the local book. TICSA-wise, the local coursebook is two times more structural than the international coursebook. Whilst half the local coursebook is classified as quasi-communicative, the international one demonstrates an increase for these activities. Although both books ignore social interaction, the international coursebook has an edge over the local one in functional communication. These findings suggest that the local coursebook falls behind of the international counterpart for the teaching of speaking. Consequently, the adoption of a genuinely communicative mindset is discussed when developing language teaching materials so as to catch up with global publications and meet the pedagogical demands of CLT.