this paper aims at analyzing the work on gender, ethnic and class issues in English textbooks. We have based our analysis on texts which point out the importance of working on aspects of citizenship in elementary levels as a way of helping students develop their social consciousness. We have provided an overview on textbook theory (HARMER, 1998), the emergence of teaching English through social aspects (JANKS, 2014) and the work on the critical gaps of English textbooks (DUBOC, 2017). Furthermore, activities from textbooks written by authors who tend to deal with social issues as well as those which are not intended to do so are analyzed. As a result, it is perceived that the attitudes adopted by teachers are decisive when it comes to providing critical classes.this paper aims at analyzing the work on gender, ethnic and class issues in English textbooks. We have based our analysis on texts which point out the importance of working on aspects of citizenship in elementary levels as a way of helping students develop their social consciousness. We have provided an overview on textbook theory (HARMER, 1998), the emergence of teaching English through social aspects (JANKS, 2014) and the work on the critical gaps of English textbooks (DUBOC, 2017). Furthermore, activities from textbooks written by authors who tend to deal with social issues as well as those which are not intended to do so are analyzed. As a result, it is perceived that the attitudes adopted by teachers are decisive when it comes to providing critical classes.