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.

In this article, an analysis and critique of one small but pedagogically significant component of classroom discourse (instructors’ use of long-familiar questioning routines in whole-group classroom discussion) is used to support the larger argument that analysis of classroom discourse at the college level offers many valuable ways to reflect on, and transform, our teaching.