This handbook for classroom teachers is motivated by the need to promote academic language use among students from culturally and linguistically diverse backgrounds. First, several works providing a rationale for using student-centered instructional practices as a means of promoting student learning are reviewed. The pitfalls of using teacher-centered strategies with some minority students are discussed, and models of instruction promoting active student learning through oral language use are described. Each section includes suggestions for further reading. A section on "Activities for Reflection" encourages teachers to consider how their own teaching philosophy and experience affects their classroom attitudes and behavior. A bibliography of over 120 resources is appended, with items relating to cooperative learning theories, strategies, and/or activities highlighted. (MSE)