After Independence, Morocco has made of bilingual education a worry of priority, a source of reflection without any seizes. A choice of society with a regular testimony, and this is to fix the educational policy within certain principles such as the openness to the other and cross culture perspective. From this stand point, the last issue of pedagogic guidelines, concerning high schools, revolves around introducing literary Moroccan and French books. Starting from this constat, which caters for the linguistic gap that exists between high schools and the university: It is true to ask whether literary textbooks play the role to which they are attributed to. Hence, what are the potential solutions to remedy this issue? And how can we render our high school centers of fecundation and fertilization of different cultures. Because if cultural diversity still imposes itself, teaching in multiculturalism, via the literary textbooks must be proposed to manage it and give it a value as well. In this presentation. We suggest to stress, first of all, the importance of literary textbooks in the teaching of foreign languages. Furthermore, we seek to find out solutions to bridge the linguistic gap that exists between the high schools and the university in terms of technolects and its benefits. Finally, we will put into practice the role that each one must play within the framework of the pedagogy of complexity. This is to develop the intercultural competence and to hook the learners to love the literary textbooks and in order to have an autonomous and intellectual citizen as claimed by the responsible of the Ministry of Education.