This contribution analyses the textbooks used in primary schools for teaching and learning English as a foreign language in the Geneva context. Our interest lies in the presence of plurilingual activities, their distribution, coordination and content. We focus on French (language of schooling), English and German (taught as foreign languages), and heritage languages, to understand how one of the pluralistic approaches, the integrated approach to languages, manifests itself. The analysis shows the inclusion of plurilingualism is not systematic. Promotion of cross-linguistic awareness is the trend, complemented by development of language use strategies. The textbooks consider to some extent multilingual and multicultural environments by including heritage languages in some activities. We conclude with reflections on implications for teaching practice and research.