<![CDATA[This qualitative case study examined the implementation of Vygotsky's Interactionist View by an English tutor teaching a 10-year-old fifth-grade student from a linguistically enriched family background. Data were collected through classroom observations, semi-structured interviews, and document analysis over four weeks. The study focused on interactive teaching strategies, the student's cognitive-bilingual profile, and the role of social environment in second language acquisition. Findings revealed that the tutor consistently employed student-centered strategies including personal greetings, games, role-play, and scaffolding aligned with interactionist principles. The student, exposed to English since age 5 through media and professor parents, demonstrated cognitive advantages of early bilingualism: enhanced executive function, working memory, and metalinguistic awareness, manifesting in A2-level proficiency and active daily conversation ability. The synergy between interactive teaching, cognitive readiness at age 10, and supportive home environment created optimal learning conditions. Results provide empirical evidence that language acquisition occurs effectively through meaningful social interaction rather than passive memorization. The study contributes to understanding how specific interactive strategies facilitate English development in elementary learners.]]>
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