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Textbooks of any country are considered an important tool for the purpose of position in stereotypes of gender at the schools of that country. Therefore, these textbooks must picture the society equally in terms of males and females in order to reflect a real image of that society. The aim of the current paper is to investigate gender positioning in the Iraqi EFL textbooks (English for Iraq) for sixth preparatory stage. For the purpose of analyzing the data, the study adopts Giaschi's (2000) approach. The main goal of this adopted approach is to analyze the data critically. The study concluded that females and males are positioned in a biased way in the selected data. It means that men play the major roles and they are active in the images but women on the other and are passive and have a minor role in the examined images.

Textbooks are by no means ideological. This means that they present their dominant values and culture in the foreign-language education. In other words; textbooks can change thoughts of learners of the target language. The study is limited to the Iraqi ESL textbooks (English for Iraq) for sixth preparatory stage. This paper tries to examine the discourse of these textbooks critically. The aim of the current paper is to investigate the national identity of the publishing house in the Iraqi textbooks. In order to reveal the national identity embedded in them, the study draws on a corpus-based analysis. This study found the frequency of referring to nation identity of England more than other countries throughout the whole books. The study concluded that the English publishing house uses the national identity of England in the investigated data for ideological purposes.