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.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
