1. List at least 5 reasons social interaction is important for learning for ESL students.

 Help students manage conversations better

 Help students refine their ideas
 Interactions provide the raw material needed for language development
 Help students gain control of semantic aspects of language
 People develop their second language when they feel good about themselves and about
their relationships with those around then in the second language setting.
 Language develops when the language learner focuses on accomplishing something
together with other rather than focusing on the language itself .
2. List at least 5 ways that group work facilitates social interaction and learning.
 Group work increases language practice opportunities.
 Group work improves the quality of student talk.
 Group work helps individualize instruction.
 Group work promotes a positive affective climate.
 Group work motivates learners.
3. Define citation, simulation, and replication.
 Citation- citation activities involve repeating and transforming sentences.
 Simulations – are closer to true communication and include such things as discussion
and role play.
 Replications- replication activities the teacher creates situations that require
communication to solve a problem or play a game.
4. Describe the benefits of using simulation and replication in terms of the concepts of use and
usage.
Teachers who ask students to engage in simulations and replication shift from a focus
on developing grammatical competence to the goal of building communicative
competence.
5. We are all fairly familiar with the idea of Pen Pals writing letters. What did you learn from
reading that section that was new and important to effective use of this as a strategy for
learning language?
I learned that ESL students can develop a better sense of their functions of writing when
they write with penpals. It enabled them to have a audience of fluent English speakers
and writers, which gave them motivation to use conventional English. It gave them the
opportunity to communicate and find things that had in common with another group of
students who are different from them. Pen pals help students develop proficiency in
writing and give the chance for students to practice talking and reading. They learn the
value of practice in writing, giving choices, and brining real purpose to writing.
6. Describe the four phases of the cross age tutoring project described in the book.
 1.Preparation: The teacher helps tutors , in this case fifth graders identified as
low readers, select appropriate books from the library to read to kindergarten
children. The fifth graders practice reading the books alone and in pairs, to
 develop fluency. The teacher helps the tutors decide how to introduce the
books to their kindergarten partners.
 2. Prereading collaboration: small group collaboration time was established for
the fifth graders to set personal goals, try out ideas, and receive and give
feedback. They shared their books with other fifth graders and received
feedback on the fluency of their oral reading and their expressiveness as well as
on their use of questions and comments during discussion of the book. This time
helped readers to prepare for successful sharing with the kindergarten students.
 3. Cross-age reading with the kindergartners: The reading took place in the
kindergarten room. Tutors from fifth grade chose their own partners and read
to them. Some tutors read the same book to a different kindergarten child each
day for a week, while others read a different book during each session.
 4. Postreading collaboration: After their reading sessions, the tutors met with
their teacher to reflect on the quality of the storybook reading interactions.
During this time, the teacher also showed the fifth graders a number of
strategies they could use with the kindergartners, such as asking them to predict
what the story would be about, or asking them to make connections between
the characters or event in the story and their own lives.