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)
report on outcomes from recent research in which we have
worked with the metaphor of ‘scaffolding’ to address questions about the
nature of English as a Second Language (ESL) education.
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Model of pedagogical practices around various scaffolding strategies to support ESL learners in learning content and developing language in mainstream curricula.
This article explores the development of innovative approaches to the education of adults and young people in Ireland. The author begins by describing briefly the context in which those who are involved in adult education are working and some of the changes that have affected the development of the adult education service in the country.