Alternate Grouping Arrangements that Benefit English Learners in Classroom Settings

Abstract

As the number of students from diverse cultural and linguistic backgrounds increases in our schools each year, classroom teachers must have a repertoire of instructional strategies that have been effective with these students. The academic and social pressures on English learners should be recognized, particularly in core area subjects. English learners are challenged by the quantity and complexity of content present in upper elementary, middle, and high school classrooms. Teachers can structure instructional sessions to ensure the academic success of these students by manipulating grouping arrangements. This entry discusses two alternate grouping structures that have been demonstrated to be effective in positively impacting the academic performance and social acceptability of English learners. Future directions regarding research and applications of grouping arrangements that practitioners can employ with their students are also offered.