Dislocation, which is defined as "moving a sentence constituent from its original place to the beginning or end of the sentence and replacing it with a coreferent pronoun" (İmer, Kocaman & Özsoy, 2011, 172), is one of the linguistic operations frequently used in French spoken language. Although it is a widely used operation in authentic French spoken language, dislocation could not take its rightful place in textbooks for many years due to a number of reasons such as, especially, having a structure contrary to the familiar word order considered as important by traditional grammar. The aim of this study was to investigate how and to what extent dislocation is presented to foreign language learners in today's language teaching textbooks. In this context, spoken texts in two French textbooks (Alter Ego + and Edito) prepared using the action-oriented method were examined in terms of their dislocation content. In this study, the data were obtained via document analysis from the textbooks and workbooks (a total of eight books) offered for A1 and A2 levels of the aforementioned sets of French. Results showed that the use of left dislocation was approximately two times higher than right dislocation, and the use of dislocation in subject position was about five times higher than that in object position. Determined noun phrase + demonstrative pronoun (e.g. la pièce elle-même, sans la salle d'eau, ça fait quelle surface?  / Et ça va durer combien de temps, cette campagne?) and determined noun phrase + subject / object pronouns (e.g. Notre gardien, il est parfait! / La moto, je l'ai reconnue parce que j'ai la même) were the most used structures for both left and right dislocations.