Ethnic minority education can be considered a particular situation of communication. In that situation the texts published in textbooks are sensitive mediator or a conflict generator between languages and cultures, especially in case of regions where the language of education, the language of textbooks, the purpose of social integration are much-debated question. The greatest problem of the situation is the linguistic and cultural distance of the ordering authority / author and the user, receiver. If the political and cultural power is centralised, the text of the textbook transmits ideologically canonical knowledge, canonical value and norm. The main condition of the realisation of that situation is that the author must belong to the majority ethnic group, he / she must be politically reliable, his / her official and professional status meets the requirements of the political power. Referring to the texts published in Hungarian textbooks in Romania, the study shows the great differences concerning the base of comparison, knowledge, hypotheses, preferences of the ordering authority, the author of the original Romanian textbook in comparison to the teachers and students using translated Hungarian textbooks. Under the circumstances the teachers’ mediating and interpreting role increases.