Abstract
<jats:p>This study examines the presence and pedagogical role of songs in B1-level English as a Foreign Language (EFL) textbooks used in Valencian Official Language Schools (EOIs). Using a qualitative, document-based approach, it analyses 22 textbooks published between 2002 and 2025 from a sociodiscursive interactionist perspective. Findings reveal that songs are largely underrepresented; only three textbooks —Inside Out (2002), English File Intermediate Third Edition (Latham-Koening & Oxenden 2013/2017), and Jetstream (Harmer & Revell, 2015)— consistently include song-based activities, mostly using popular music from past decades. While some books feature invented or marginal songs, others incorporate poems or theatrical texts linked to speaking or writing tasks. The study concludes that the didactic potential of songs remains underused and calls for further research on curricular and copyright constraints, advocating for pedagogical innovation aligned with students' interests and communicative goals.</jats:p>