English is a language that offers great utility in the modern world. With the use and spread of English, questions arise about which speakers are empowered to influence the language. The prevalence of proficient L2 speakers in Sweden and the rest of Europe raises questions about how L2 speakers are represented in textbooks.  This essay performed a case study on three Swedish ELT textbooks where it employed critical discourse analysis to examine the amount and quality of L2 representation present in the textbooks. The essay is structured around two research questions. One focused on how text and questions can be used to promote representations of L2 speakers. The other considered how the amount of L2 representation compared to L1 representation. The essay used critical discourse analysis to examine texts and questions present in the textbooks. This essay finds that the textbooks primarily favour L1 representation, and L2 representation rarely occurs. Furthermore, the few instances of L2 representation only feature L2 speakers that emigrated to an L1 country and do not display L2 speakers outside of that context.