ABSTRACT
Throughout this volume, contributors have spoken of the special characteristics and needs of language minority students in English-medium colleges and universities. Caught among different worlds, these students require pedagogies that will assist them in sorting out their languages and cultures and in approaching new; and often foreign, literacy demands with strategies for success. In my view; it is the responsibility of composition instructors to help these students acquire a literacy strategy repertoire and develop the confidence that enables them to approach and negotiate a variety of literacy tasks in many environments. However, it appears that many composition instructors do not view these goals as their responsibility. Instead, they turn their classes inward, toward the students themselves and away from the literacy lives that have constructed, or will construct, them.
