Intercultural pedagogies theorists and cultural studies scholars have no controversies over the fact that language is the appropriate realm for the formation, contestation and negotiation of identities. As a matter of fact, language teaching and learning are not only involved with linguistic structures and lexical components. They are more engaged with cultural processes which are arguably conducive to the making and reshaping of identities. Given its new status in the Moroccan multilingual education scene, no sustained research, to my knowledge, has been done on the cultural implications of English in Moroccan high schools. Based on these premises, this paper aims at investigating the issue of English education and identity in Morocco. Then, the paper will show how promoting critical thinking strategies in high school English textbooks is an intercultural communication competence that is grounded on, besides enhancing English language skills, appreciation of local cultural identity and openness and respect of other cultures.