If the teacher can shape the input that each of the ELL/English B learners receives at a level just above their level of comprehension – by modulation of the written and spoken language to which students are exposed, through appropriate classroom organization and careful choice of activities and tasks – then the teacher is creating the most favourable conditions for learning, not only to learn English but also to learn the subject content. This is on the assumption that the cognitive challenge of the activities is also just above the level of comprehension – or in what Vygotsky called the zone of proximal development.The tasks also needs to be interesting and relevant.