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 concludes that pupils appreciate being stretched, and learn more when challenged and when they feel their opinions are valued. They were supported through scaffolding.
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.
Wyatt-Smith, C. and Kimber, K. (2009) ‘Working multimodally: challenges for assessment’, English Teaching: Practice and Critique, vol. 8, no. 3, pp. 70–90.