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Chapter 5: Addressing the Subject Matter Component of an English Language Education Program
What did you notice about your group's work?” Mr. Rodriguez, a high school math teacher, asked his students.
“We understood what Antonio shared with us, and he helped us create a null hypothesis,” a student from one of the small groups responded.
“How did you communicate with Antonio? Did you speak in Portuguese?” Mr. Rodriguez asked them.
“Yes and no,” they responded.
“While Daniel helped Antonio because he can speak Portuguese, we also listened carefully to your question and used paper to talk through our responses,” responded Claire, one of Antonio's teammates. “Having Antonio be the group's illustrator really helped us.”
“And what did you learn?” Mr. Rodriguez asked. ...