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Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/47344

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dc.creator Conteh-Morgan, Miriam
dc.date.accessioned 2010-12-06T18:05:37Z
dc.date.available 2010-12-06T18:05:37Z
dc.date.issued 2002
dc.identifier.citation Miriam Conteh-Morgan, "Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction, "The Journal of Academic Librarianship 28, no. 4 (2002), doi:10.1016/S0099-1333(02)00282-3 en_US
dc.identifier.issn 0099-1333 (Print)
dc.identifier.issn 1879-1999 (Online)
dc.identifier.uri http://hdl.handle.net/1811/47344
dc.description.abstract Librarians who teach students with limited English proficiency have discussed various barriers limiting effective learning. This article shows how applying second language acquisition theories and teaching practices derived from them can significantly impact outcomes of information literacy instruction. en_US
dc.language.iso en_US en_US
dc.publisher Elsevier Ltd. en_US
dc.subject Language acquisition en_US
dc.subject language development en_US
dc.subject information literacy en_US
dc.subject second language en_US
dc.title Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction en_US
dc.type Article en_US
dc.identifier.doi 10.1016/S0099-1333(02)00282-3
dc.identifier.osuauthor conteh-morgan.2