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In today's various language learning contexts in which the reflection of English language uses for intercultural communication becomes prominent, the core resources of the language classrooms, be they virtual or face-to-face, are still textbooks. Therefore, the stance taken while constructing the multimodal components in the textbooks would influence whether language learners will develop an understanding of the target language community in line with an international perspective or not. In this vein, our study is a critical examination of (non)-essentialist cultural discourses in cultural representations in the visuals and the texts of English File Fourth Edition Elementary, Pre-Intermediate and Intermediate Student's Books. Taking account of multimodality in both semiotic and social-historical rhetorical senses and acknowledging the pedagogic-didactic nature of the textbooks, we focused on different meaning-making tools like images and texts and the interaction between them within the scope of this article. Findings showed that the textbooks mostly perpetuate an essentialist perspective of culture, favouring "Western", especially British, and American cultural representations, besides some texts addressing neo-essentialist perspectives. The elementary book has the highest number of essentialist texts in which "the West" is described and emphasised constantly, while the preintermediate book, albeit with a few texts from a critical perspective, is mostly composed of neo-essentialist elements. Lastly, the intermediate book can be viewed as the most nonessentialist one among others, since it consists of the highest proportion of interpersonal and intercultural exchanges without a specific reference to a cultural arena that is both predefined and defining in the series, though half of the texts still make a reference to the "Western" countries in the intermediate book as well. [ABSTRACT FROM AUTHOR]