The article highlights the complexity of bilingual education programmes. It is suggested that 'Pedagogically, second language students ... benefit from context-embedded communication'(p.249) which concurs with the ideas suggested by Derewinka (2003)
Drawing
on sociocultural theory, the present study investigated how children in an intensive elementary
level Grade 6 class for English as a second language (ESL) scaffolded each other while carrying
out cooperative learning tasks.