Substantial evidence suggests that students working together in small cooperative groups can master material better than students working on their own, and that cooperative learning structures higher self-esteem and learning motivation. Cooperative learning (CL) has been proposed for use with language minority children, as well as with other at-risk students. This method offers advantages for primary language instruction, whole language approaches, English as a Second Language (ESL) and transition to English, sheltered instruction and critical thinking, development of cognitive and metacognitive strategies, and classrooms with few limited-English-proficient (LEP) students. Several CL models have targeted bilingual classroom settings, using different focuses: group investigation and cooperative integrated reading and composition. Effective implementation of CL instruction requires that: (1) students be prepared for cooperative work; (2) teachers understand the change in their role from transmitter of knowledge to mediator of thinking; (3) each student in a team have a specific and meaningful role; (4) debriefing be incorporated into instruction; (5) evaluation be consistent and clear; (6) teachers be well trained in appropriate teaching strategies and classroom management techniques; and (7) an ecology for professional growth and instructional improvement be in place in the school. A 50-item bibliography is included. (MSE)