ABSTRACT
In recent years there has been a wave of interest around the globe in forms of instruction that capitalise on the socio-cultural nature of classrooms. This interest encompasses a wide range of subject matters. Among them we find the subject of Arts and Crafts which, in itself, is well rooted in tradition and founded on a solid cultural basis. Within this arena, both researchers and teachers are examining what is happening during instruction and learning. They want to understand and improve meaning-making processes within the subject in multi-voiced classrooms where students with behavioural problems are present. Cultural scaffolding as a tool for meaning-making processes in classroom instruction lies at the heart of socio-cultural interactions in which students are enculturated as to how to respond to learning tasks. This paper deals with some aspects of this heritage using the socio-cultural theoretical foundation established by Vygotsky and some of his successors, including Bakhtin, on the importance of language in learning.
