This paper briefly outlines how French developed as a discipline and how books for young learners and for reading instruction at primary schools evolved both in the canton of Vaud and in Romandy in general in the 19th and 20th centuries. Further, it seeks to demonstrates how the ‘schoolbook’ as an object, its material nature and its content have supported the acquisition of literary competences over time.
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https://doi.org/10.58098/lffl/2024/3/833