“…whole-language, comprehensive input, cooperative learning, student empowerment), rather than traditional task-analysis, work-sheet focused special education classes (Wilkinson & Ortiz, 1986). A study of 15 special education classrooms in three linguistically diverse high schools in Southern California (Harris, Rueda, & Supancheck, 1990) revealed that English was the prevalent language of instruction. Furthermore, instruction did not allow for peer interactions or studentinitiated interactions, rather, a traditional teacher-directed interactional model predominated.…”