This study investigates how small group configurations affect opportunities for English language learners (ELLs) to develop both academic English and academic literacy—two skills that are essential for school success.

We theorize that optimized small group settings, as compared to whole-class settings, constitute a reorganization of peers-as-resources that impact two social processes—pro-academic norms and classroom discourse routines. These, in turn, affect development of academic English and academic literacy.Our theory is built on two lines of research that to date have had almost no contact: research on second language acquisition and research on cooperative learning and student achievement.

Teachers from two locations participate in a 14-week experimental study of the effects of student group work on the above two social processes. Teachers within a school are randomly assigned to conditions. Each teacher implements the study in two classrooms. In treatment classrooms, students are configured into groups of four or five, with ELLs distributed in pairs across groups.

Leadership

Funding

Status