Thrive 24 - The disparity in the command of language for NT and NA students in common curriculum

During the file check on the FCE coursework, I clearly see how low is the low ability student in the class as compared to the high ability students. The lower ability students use a few ways to answer an open-ended question while HA used a paragraph.

Language ability will definitely hinder LA's ability to provide peer feedback for improvement and it will take years to improve the ability of one's language. How can we close this gap at a reasonable level so that the NT students will not feel overwhelmed?

Should we train the NT students to play the role of the seeker (receiver) and the NA student to play the role of reciprocal teacher based on what they had learned?

What kind of differentiated training is then be needed for these two groups and how the enactment can be monitored with calibrated and differentiated scaffolding given?


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