Classroom Strategies for Encouraging Collaborative Discussion

http://www.ncela.gwu.edu/pubs/directions/12.htm

This document offers strategies for English-as-a-second-language (ESL), bilingual, and mainstream teachers on how to create a learning environment that facilitates English language acquisition among English language learners (ELLs). The paper uses a theoretical framework of patterns of student-teacher discourse. While not an empirical research paper, the author argues for the need to support English language learning through collaborative talk in the classroom; evidence of the effect of collaborative talk (for example, on students’ listening comprehension) is not provided.

Cooperative Learning, Values, and Culturally Plural Classrooms

http://www.co-operation.org/pages/CLandD.html

This report by Johnson and Johnson provides evidence for the value of cooperative learning in the classroom.

Collaborative Practices in Bilingual Cooperative Learning Classrooms

http://www.cal.org/crede/pubs/research/rr7.htm

This research report by Gumperz, Cook-Gumperz, and Syzmanski addresses the value of informal conversations in cooperative learning environments.

Lessons From Research: What Is the Length of Time It Takes Limited English Proficient Students to Acquire English and Succeed in an All-English Classroom?

http://www.ncela.gwu.edu/pubs/issuebriefs/ib5.htm

This recent (September 2000) paper discusses the issue of length of time needed for English language learners (ELLs) to acquire English and participate successfully in all-English or mainstream classrooms. The author derives four “lessons” from prior reviews of educational research. That is followed by key findings from nine well-cited, government-funded research reviews in the area of ESL/bilingual education. The author stresses individual variability in the amount of time needed to acquire academic language.