In a cooperative learning project, what strategy would best promote communicative language development for ELLs?

Assigning each group member a role with specific duties is the most effective strategy for promoting communicative language development for English Language Learners (ELLs) in a cooperative learning project. This approach provides structure and encourages participation, which is essential for language acquisition. By designating specific roles, each student is not only held accountable for their contributions but also has the opportunity to practice language skills in a focused context. For example, a student assigned as the "facilitator" can practice leading discussions, while another in the role of "recorder" can develop their writing skills.

This strategy helps create a more inclusive environment where ELLs may feel more comfortable engaging with their peers, as having a defined role can reduce anxiety and foster collaboration. Such interactions are crucial for language development because they involve negotiating meaning and using language in practical, real-world contexts.

In contrast, the other options do not offer the same level of support for ELLs. Free-for-all discussions can lead to chaos and may result in some students being left out or not participating fully. Requiring only written reports does not provide opportunities for oral language practice, which is vital for language development. Eliminating group presentations removes opportunities for students to practice speaking and presenting in front of others