A detailed description about how ESL teachers can help students improving their writing and reading skill by applying genre-based method provided by Caroline Coffin.
The article concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
Draws on recent developments in sociocultural theories of learning and SFL to analyse and articulare ESL pedagogy, and to present a model of scaffolding resulting from the research.
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.
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)