Examines how students in a bilingual third-grade classroom coconstruct knowledge through oral and written discourse. Explains that, by analyzing the various interactional patterns of the class, the multiple opportunities for learning become visible. Demonstrates how a group of students achieved the common task of writing a "planet story." (PA)

Describes a psycholinguistic investigation of children's competence in the production of extended discourse, concentrating on discourse form (narrative versus expository) and production modality (written versus spoken). (SKC)