Authors

Jessica Vining

Document Type

Article

Publication Date

2-1994

Abstract

With organizations like U.S. English fighting for an English-only nation and the renewed cry for higher educational standards in general, English-as-a-Second-Language (ESL) speakers face greater challenges than ever. In order to help ESL students communicate correctly, educators must learn to recognize writing difficulties arising from a foreign first language and be able to address those errors in a manner that will not discourage already-hampered ESL writers.

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