ELT textbooks are used as a reference in all educational institutions to help teach the language. The influence of a textbook on the formation of gender norms and its function as a socialization tool, however, are often underappreciated. The process of socializing students to different genders may be negatively impacted by gender-biased textbooks. Through critical discourse analysis, this research examined how gender is represented in the first Intermediate ELT textbook for English for Iraq. The framework for this research was decided upon as being the Fairclough (1989) model. The gender representations in the English textbooks have been examined using content analysis to meet the study goals. It was possible to utilize content analysis to find certain words, ideas, themes, phrases, characters, or sentences inside texts or collections of texts and to objectively measure their existence. The results showed that there are identical female and male characters throughout the whole first intermediate ELT textbook edition of English for Iraq. This includes the graphics, reading texts, listening texts, grammar, and vocabulary. It is determined that the presence of female and male characters in all social situations, including familial, societal, commercial, vocational, and other sections of social settings, is the same in English for Iraq: First Intermediate ELT textbooks. As a result, the English for Iraq: First Intermediate ELT textbooks are not discriminatory towards women.
