Crossing Boundaries: What Do Second-Language- Learning Theories Say To Reading and Writing Teachers of English-as-a-Second-Language Learners?

Authors

Jill Fitzgerald, The University of North Carolina at Chapel Hill

Publication Date

4-1-1994

Abstract

Increasing presence of English-as-a-second-language (ESL) learners in United States schools creates more and more need for all teachers, including mainstream teachers, reading teachers, and other specialists, to have a firm understanding of some basic principles and beliefs about how individuals learn a second language. Teachers who have been trained in foreign-language education, bilingual education, ESL education, and related fields — such as linguistics — usually have learned about predominant second-language-learning theories and their correlated instructional implications.

Recommended Citation

Fitzgerald, J. (1994). Crossing Boundaries: What Do Second-Language- Learning Theories Say To Reading and Writing Teachers of English-as-a-Second-Language Learners?. Reading Horizons: A Journal of Literacy and Language Arts, 34 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol34/iss4/5