Collaborative Reasoning (CR) is a peer-led, small group discussion approach that aims to promote intellectual and personal engagement in elementary school classrooms. In CR, students read a text that raises an unresolved issue with multiple and competing points of view. Students are expected to take positions on a big question, support the positions with reasons and evidence, carefully listen, evaluate, and respond to one another's arguments, and challenge one another when they disagree. Multiple studies provide evidence that CR positively impacts thinking, the level of talk and the quality of written essays by participants. This article summarizes the body of CR research and presents the results of a study of CR with English Language Learners (ELLs). Finally, implications and practical suggestions for applying CR with ELLs are provided.