ABSTRACT
Second-language acquisition theories emphasize the importance of social interaction in the language acquisition process. Several studies document the paucity of interaction in English language learners (ELL) classrooms and/or the tendency to weight ELL instruction toward lower level skills lessons and factually oriented lessons. The idea of instructional conversation is by no means a new one. Since the time of Socrates, philosophers and educators have talked about and encouraged teachers to engage students in substantive interactions. When ELLs in transitional bilingual programs demonstrate sufficient first language literacy skills and second language (L2) oral skills, they usually begin a 6- to 18-month program of transitional language arts, wherein formal English reading and writing are introduced. Transition is the one phase in bilingual programs in which L2 students are least likely to receive higher level curricula and most likely to receive large amounts of lower level skill instruction.
