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.In the professional literature and electronic discussion groups, such as BI-L, the library experience of limited English proficient (LEP) 1 students is a regularly discussed topic. With regard to instruction, the most attention has been paid to the various barriers that affect their use of the library and, more recently, to culture-dependent learning styles. This is because, according to Diane DiMartino and Lucinda Zoe, 2 many librarians agree that:Language, cultural and technological barriers, and a heightened awareness of learning styles and cognitive development theories are . . . primary issues that need increased attention. Of particular interest to [them] is the need to gain greater awareness and understanding of learning styles and the integration of that knowledge into instruction planning.
3Language is the most cited barrier. 4 But perhaps rather than see it as such, it would be more helpful to understand the language issue from another perspective that could offer librarians fresh insights on instruction.Library instruction is known for having incorporated behavioral and cognitive theories of learning. There are other learning theories, however, that library instruction has not paid closer attention to that have a more direct impact on teaching LEP students-theories of second language acquisition and teaching. Indeed, it has been recognized that all teachers of a languageminority population who want to be linguistically and culturally responsive in their teaching must know not only about cross-cultural communication, but about first and second language learning and development, ways of adapting materials and methods, and assessment.5 Despite the many examples of librarian-ESL faculty collaboration found in the literature, only a few have discussed or called for the application of ESL theories to library instruction. 6 Awareness of theories of second language learning and approaches to teaching is vital if librarians are to provide more meaningful instruction to LEP students.This article summarizes two major language acquisition theories and ESL teaching methods derived from them, and discusses a library instruction model based on them. This model has been used to teach advanced students in the ESL program at Ohio State University.