Abstract
By examining criticism of ability grouping in teaching English in the teachers' movement, this paper investigates issues how participants who are teachers in junior high schools act and how leaders maintain movement organization in a situation in which there is a discrepancy between the problems participants see on a daily basis in their schools and the goals of the movement. We find that criticism of ability grouping as a movement principle was formed in the early 1960's and this movement principle inspired participant support of the movement meaning that “amplification of approval” and “integration resulted.”
