Research on the learner's role as an active participant in the teaching/learning process suggests that modified content instruction holds promise for influencing the development of second language skills. This research indicates that the effectiveness of learning depends on how the student thinks about the new task as well as on the way in which the student uses prior knowledge to construct meaning. Students have been taught active processing skills for first language reading and content tasks, and second language receptive and productive skills. What is now required is conceptualization and research to combine strategy instruction in first language content areas with strategy instruction in second language learning for minority language students. (MSE)