A study of a primarily classroom-based language remediation program for three boys (in grades 1, 2, and 4) is reported in terms of the member roles and linguistic routines that were modified as the school year progressed. The student selection was based on the noticeable language difficulties they exhibited in classroom discourse and the effect these problems had on their social participation in class. The remediation program consisted of initial resource room meetings, twice weekly interactive in-classroom visits by the language specialist to support language efforts, and occasional pull-asides (individual conference meetings) in or near the classroom. Collaborative consultation with the teachers varied among the three classrooms. Issues concerning classroom organization and teacher collaboration are discussed. The importance of classroom-based language assessment and instruction is stressed, as is the need for shifting the primary responsibility for special language intervention from the special educator alone to a shared collaboration of teacher, child, and language specialist. (Contains 20 references.) (DB)