Noting that a list of individual student to whole class configurations and a set of activities are inadequate, this booklet argues that the question of how to organize classrooms for learning in the language arts is complex. The booklet argues that decisions about time, space, materials and resources, and student grouping must flow from an understanding of: (1) holistic/social-constructivist views of learning; (2) the conditions under which language and literacy learning take place; (3) literacy definitions of the 21st century; and (4) the instructional implications of cultural pluralism in classrooms in light of democratic ideals and equity issues in a diverse society. The booklet summarizes highlights from the literature on each of the four areas; discusses and provides examples of time- and space-use, and selection of materials and resources; discusses grouping practices grounded in current perspectives; and provides examples of grouping and of instruction that enhance group work processes. An annotated list of 9 resources for further study and 17 references are attached. (RS)