Reviewed by: Promenades à travers le monde francophone par James G. Mitchell and Cheryl Tano Jeremy Patterson Mitchell, James G., and Cheryl Tano. Promenades à travers le monde francophone. Vista, 2022. ISBN 978-1-54332-689-5. Pp. 632. As language textbooks become more aligned to proficiency outcomes, it is always instructive to observe incremental updates in new editions. The fourth edition of Promenades, coming four years after the introduction of the third edition in 2018, demonstrates this approach. Whereas the third edition had more significant updates regarding technology, this edition does not present much new technology but does further align itself to communicative goals. It continues to use the vText and Supersite technologies. This edition's updates are its most promising feature—clearer connections to the World-Readiness Standards for Learning Languages. The textbook includes Communicative Goals and Can-Do Statements throughout all units and lessons. When students are writing one of their earliest compositions in French in Unit 2B, for example, they are reminded of the goal ("Write a description about yourself") and the proficiency ("I can write a description of myself including basic information about daily life and preferences"). Another extremely positive addition is the intercultural mode of communication along with the other three modes in the Can-Do Statements. When students are reading a "Panorama" about some aspect of French culture, they are reminded of their ability to "identify French cultural products and practices and relate them to perspectives in my own and other cultures" (79) or, even more specifically, to "identify cultural products and practices of the French overseas departments and reflect on attitudes around them" (285). This is helpful both to students and teachers, as sometimes the latter can forget to build their lessons explicitly around such Can-Do Statements, and especially since the intercultural mode is often taken for granted in language courses, when they should really be understood as language and culture courses—even more so as proficiency-based instruction has led teachers away from a purely linguistic model of pedagogy. Overall, the layout with all of the different sections in each unit can be a little busy from a visual perspective, but still useful and varied. The structure of the textbook remains largely the same. It has the same 13 units as the previous edition, all divided into two lessons. Each lesson follows the same structure of sections: contextes, roman-photo, lecture culturelle, structures, synthèse, and savoir-faire. This structure helpfully includes form and function in the fourth section, structures, rather than starting out with grammar in the first few parts. The last two sections are also adapted from the third edition, where Le Zapping was the last part of each lesson. Le Zapping is now part of the fifth section (synthèse) and includes some new material, like the last section, savoir-faire. Each of these final sections focuses on [End Page 180] a different Francophone country or region of France. The first seven units, or chapters, present different Francophone areas of the world, but students who study the last 6 units (8-13) will be exposed only to the different regions of France (from Paris to Normandy to Corsica to Hauts-de-France). Overall, this edition presents well-organized and pedagogically sound material for students in early semesters of university French acquisition. [End Page 181] Jeremy Patterson Bob Jones University (SC) Copyright © 2023 American Association of Teachers of French