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)