This study aims to have a postcolonial reading of the Iranian and Turkish Official English language textbooks. Despite the fact that colonialism concerns the direct control of a country by the colonizer and postcolonialism puts forth a semi direct/indirect form of socio-economic-political oppression of another country, one cannot refute the idea of resistance within the target country. This condition has brought about deep-seated complicated condition of postcoloniality, in which issues such as hybridity, ambivalence, duality, anxiety, periphery and center, marginality, and colonization of mind, among others, have been discussed by different scholars within the postcolonialism perspective. Within such an environment, the English language, being classically the language of colonialism, plays a dual role of oppression and resistance at the same time, the teaching of which has concerned many applied linguists. Based on such a background, this study has taken into account two majorly Islamic countries, Iran and Turkey, as the target community of investigation. The official English language textbooks which are used at schools are investigated. However, the focus is majorly on the Iranian three major English textbooks series (Graded, Right Path to English, and Prospect/Vision) which have been published for the last five decades. The prefaces, pictures, activities, dialogues, and characters of each textbook are content-analyzed, and then the codes are turned into general themes in line with postcolonial issues. The last series, Prospect/Vision, however, is compared with the Turkish latest textbooks for a two-headed purpose. Firstly, this can increase the validity of the findings to some extent, and secondly, it can give us a deeper understanding regarding the resistance movement within two neighboring Islamic countries towards the language of the western modernism and globalization. To conduct the research, first, all the textbooks were content analyzed, and the related po
