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The French professional sector of second language and literacy instruction for adults remains unclear and complex. This paper shows that the textbooks used by teachers reflect a unity, or even identity, of what could be referred to as a “professional group.” The paper is based on studies carried out in linguistics, and mainly on recent research in the sociology of professional groups. It analyzes the textbooks produced and used by teachers. It focuses on educational principles and exercises contained in these books, while asking how adequately these are related and to what extent they represent tensions within the sector.