This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8 classrooms. The conceptual framework for this study draws from research on language acquisition, academic language, oral language competence, and learning environments. The project summary reported that it was possible for teachers to help English learners accomplish the worthy goals of acquiring full proficiency in English as rapidly as possible and ensuring that they achieve the same rigorous standards expected of all students. By providing structured opportunities to practice oral language skills (both academic and content vocabulary) with partners and in small groups, teachers helped increase English learner's oral use of academic language, which in turn deepens learning. These best practices equip educators with the necessary tools to meet the urgent challenge of enhancing academic speaking opportunities for English learners.