Recent research and theory in L1 and L2 language acquisition and writing development support the view that learners acquire language and learn how to write by actively interacting with and using language to construct meaning for themeselves and others. Accordingly the primary focus in writing instruction is shifting from writing product to writing process, to use the popular dichotomy. Seeing writing as the discovery of meaning and as interaction situates issues of text organization and accuracy within the context of generating and expressing ideas, and indicates a learner-centered pedagogy. By addressing the inherent difficulties of writing in a foreign language with teaching practices which help learners learn to grapple with the expression of their own ideas and refine their own intentions and by writing, we can serve the interests of both language acquisition and education in a broader sense. The process orientation is presented here more as a philosophy than a metod. However, proposals are discussed for teaching at all stages of the writing process: including how to help learners generate, develop and clarify ideas, how to provide feedback that enhances both process and product, how to encourage collaborative learning among learners, and how to integrate reading and explicit teaching into the writing process.