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ABSTRACT: To determine whether the fruit of research in Second Language Acquisition (SLA) is having an actual affect on students, this article reviews developments in the treatment of second language (L2) reading, revisits recommendations stemming from these developments, and evaluates evidence of the recommendations in recently published college French textbooks. The reviews demonstrate that the profession (textbook authors, publishers, and consumers) has been slow to accept and embrace the findings and recommendations of SLA research.