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In this paper, data collected from interaction between pupils in a mainstream intermediate classroom are interpreted from a sociocultural perspective. Extracts of conversations between classmates illustrate ways in which some pupils can scaffold the learning of their classmates, and specifically those who come from non-English speaking backgrounds. Some implications arising from the interpreted data are discussed in terms of the pedagogical relationships that may occur spontaneously among pupils, of the value of peer tutoring to both parties, and of the possibility of negative outcomes arising from peer tutoring relationships.