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2018
Volume 51, Issue 2
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

This essay conducts critical discourse analysis of website landing pages for community college English departments that have explicitly adopted Guided Pathways reforms. The analysis examines how the social practice of teaching English is recontextualized through discourse.

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/content/journals/10.58680/tetyc2023512141
2023-12-01
2026-06-10
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