Language textbooks have been--and still are--the centre of attention of substantial research in the field of applied linguistics, language education and instruction, and language studies, among others. This paper synthesizes results and findings from the current Special Issue 'The language textbook: representation, interaction and learning''. In particular, it discusses how--and to what extent--this collective work expands our current understanding of the field. By drawing on the concepts of "representation/communication," "interaction" and "learning," the paper calls for more attention to empirically and situated research in the field so as to better account for textbook discourse circulation and use and to better capture the agentive role of students and teachers in negotiating textbook discourse, representations and contents. It is in this sense that a deeper articulation between "representation," "interaction" and "learning" is needed to further explore the dynamics of structural and situated power and agency in language textbook studies. This can inform not only researchers, but also practitioners and other educational stakeholders, including textbook publishers.