Understanding English Language Learners’ Needs and the Language Acquisition Process: Two Teacher Educators’ Perspectives
Understanding English Language Learners’ Needs and the Language Acquisition Process: Two Teacher Educators’ Perspectives
Holliway and McCutchen (2004) stressed that the coordination of the author, text, and reader representations “builds on multiple sources of interpersonal, cognitive, and textual competencies” and may well account for most of the difficulties that children experience with revision. In an early study of expert versus novice differences in writers, Sommers (1980) documented that professional writers routinely and spontaneously revise their texts extensively and globally, making deep structural chan