Abstract
With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on reciprocal peer tutoring and cross-age tutoring and the identifiable advantages these programs might present as compared with traditional teacher–led methods. Recommendations for school psychologists to implement peer tutoring for dual language and English learner students are discussed.
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