The teaching of English in Panama is mediated by the selection of texts and resources, which is why it is essential to reflect on the quality and types of texts available. These texts are classified as L1 and L2 (first and second language) and are seen from the perspective of the institutions that implement them in the development of their educational proposals, as well as from the perspective of the needs for improvement of English teaching at the national level. The objective of this article is to discuss the usefulness of the texts used in educational institutions according to the quality of their contents for learning English. The methodology used in the present study was documentary and based on the data provided by publishers and educational institutions. We propose the revision of the selection criteria of texts, which allows a reflection on the teaching of English in order to know the truth about the reality of unequal access to knowledge.
