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Issues in the Development of Second Language Reading: Implications for Instruction and Assessment

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Book cover Learning to Read: An Integrated View from Research and Practice

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 17))

Abstract

In 1991, a mother tongue other than English or French (the two official languages in Canada) was reported by 13% of the Canadian general population, and in some metropolitan Canadian centres such as Toronto this figure is currently significantly higher (Statistics Canada, 1992; UN, 1994). This situation is not unique to Canada. In other countries urban centres are growing constantly and are becoming Increasingly multi-ethnic and multilingual as a result of global and regional economic, social and political forces. Predictions are that these demographic trends will continue into the 21st century.

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Authors
  1. Esther Geva
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Editors and Affiliations

  1. Child Development & Learning, Institute of Education, University of London, UK

    Terezinha Nunes

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Geva, E. (1999). Issues in the Development of Second Language Reading: Implications for Instruction and Assessment. In: Nunes, T. (eds) Learning to Read: An Integrated View from Research and Practice. Neuropsychology and Cognition, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4826-9_20

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  • DOI: https://doi.org/10.1007/978-94-011-4826-9_20

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-5992-0

  • Online ISBN: 978-94-011-4826-9

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