Representing Identity in American English and French Foreign Language Coursebooks
This article examines the representation of learner identities through discourse in a selection of American English and French as a Foreign Language coursebooks published within the past five years. Anchored in contrastive discourse analysis and Halliday’s metafunctional theory, the analysis shows t...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/aad, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Anglais |
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Argumentation et analyse du discours
2026
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |