What is a key strategy Ms. Rodriguez can use to ensure her students don't fall behind in a transitional bilingual model?

Building frequent opportunities for peer interaction in the second language (L2) is a key strategy for ensuring that students in a transitional bilingual model do not fall behind. This approach is effective because interaction with peers provides students with practical communication experiences in the new language, promoting language acquisition in a social context. Engaging with classmates allows students to practice their speaking and listening skills, gain confidence, and learn collaboratively, which are crucial elements in mastering a new language.

Additionally, peer interaction fosters a supportive learning environment where students can help each other, clarify doubts, and reinforce their understanding of the language. It enables them to learn vocabularies, phrases, and grammatical structures in a way that is contextualized and meaningful, making it easier for them to transfer these skills to their academic work.

The other options would not effectively support bilingual students in a transitional model. Relying solely on English might overwhelm students who are still developing their language skills and limit their understanding. Similarly, completely limiting the use of their first language (L1) can hinder their ability to connect new concepts to prior knowledge. Providing worksheets only in L1 removes the opportunity for these students to practice and develop their L2 skills, which is counterproductive in a transitional approach aimed at ensuring they become