Elizabeth Cohen has studied peer interaction in the classroom and has devised methods for including children who may become marginalized or sensored as a result of group dynamics. ESL children frequently fall into this category due to their limited ability to communicate with the other children in the group. She recommends that the ESL child's role in the group task be devised so that 1) that child's strengths are made integral to the successful completion of the task, and 2) group members are required to communicate with the ESL child to exchange information (Cohen, 1994).