This paper looks at how scaffolding can be applied in bilingual EFL contexts. Three features of scaffolding which are discussed at length are priming, prompting and dialoguing
Use of Systemic Functional Linguistics as an analytical tool to evaluate students’ writing and to consider the relationship between linguistic links across sentences and textual coherence.
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)