Use the information below to answer the question that follow.
A middle school ESL teacher and a general education mathematics teacher co-teach a class that includes expanding-level English language learners. The class is working on a small-group cooperative learning project. Each group identifies a possible location for a class field trip and then creates a trip budget and a plan for raising the money to fund the trip. At the culmination of the project, each group presents an oral proposal to the class, and each group member is responsible for presenting a portion of the proposal.

The ESL teacher video-records the project presentations and then meets individually with each English language learner to view the recording of the student's portion of the presentation. In addition to helping the teacher make an accurate assessment of a student's language proficiency, this assessment strategy has which of the following benefits for English language learners?
  1. Developing students' ability to retain aural input in their short-term memory.
  2. Helping students process speech at different rates of delivery.
  3. Illustrating for students the importance of producing accurate grammatical forms.
  4. Prompting students to self-monitor their oral language production.
Explanation
Correct Response: D. Providing English language learners with the opportunity to see and hear themselves produce English gives them a rare opportunity to reflect on their own oral language production. A is incorrect because simply viewing their portion of the presentation once is not likely to help them retain aural input in their short-term memory. B is incorrect because viewing their own speech will not help them process speech at different rates of delivery, since they are only reviewing their individual presentation. C is incorrect because the teacher should not use the recording to in some way reprimand or shame the students, which the strategy described in C implies.
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