This paper focuses on how second-language children are portrayed in reading and language arts methods textbooks and in practice-oriented reading and language arts journals. Seventy-five textbooks and three journals published between 1980 and 1992 were examined for (a) their labelling of second-language children, (b) their use and application of second-language research, and (c) their instructional strategies. Although there is a high probability that inservice and preservice teachers have had some contact in professional fora with issues in second-language reading, professional writings do not provide a thorough discussion of second-language learners that reflects the current knowledge base.
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