A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms. (Author/CB)

Considers both qualitative and quantitative research approaches on second language learning, with focus on second language classroom research. Concludes that both approaches are relevant to determining the important variables to investigate and the relationships those variables have to second language learning outcomes. (Author/CB)

Analysis of the length of time required for limited English proficient students (N=1,548) to become proficient in English for academic purposes while receiving instruction in English in all subject areas indicated that at least four to eight years may be required for subjects to reach national grade-level norms of native speakers. (Author/CB)