In English as a second language/English as a foreign language classrooms where teacher-fronted instruction is still the norm, small group work tends to be avoided because conversational activities among nonnative speakers are generally thought to be of little use. The validity of small-group work among nonnative speakers is defended with both pedagogical claims and recent second language acquisition theories and research findings obtained inside and outside the classroom. In addition, variables that affect successful small group performance are discussed in these contexts: (1) the role of the teacher, (2) the role of the leaders, (3) the formation of groups, and (4) the sex composition of groups. Also, an ideal organization of small group work is suggested. Finally, the ways in which currently available techniques can be incorporated into the traditional classroom are demonstrated. (Author/MSE)