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Abstract
This discussion emphasizes the importance of collaborative learning methods to compensate for the legal restrictions placed on school districts by Arizona's anti-bilingual education law, Proposition 203. Grounded in Vygotsky's sociocultural theory of learning, peerlingual education is described as an invaluable resource based on the linguistic competencies of Latino students in Phoenix, Arizona. Although this collaborative approach is portrayed by educators and students as the primary strategy for classroom language assistance, the current implementation lacks structure and cultural sensitivity. Based on ethnographic inquiry, conceptual and methodological suggestions are offered to strengthen the effectiveness of peerlingual education in underresourced contexts.