Andre is a native speaker of Portuguese enrolled in elementary  school. He lived on

Andre is a native speaker of Portuguese enrolled in elementary  school. He lived on a small farm in his native country and has not had much formal schooling. His parents also don’t speak much English, and he speaks primarily Portuguese at home. Andre is very quiet in class and seems nervous in large groups of his English-speaking peers. He does not interact with his peers much at school, and he goes directly home with his parents after school. He falls behind on his homework and is sometimes unable to complete his work in class.
 
During a conference, where both parents attend, Andre is the language broker for his family and attempts to translate. At this conference, you discuss ways to support Andre in science. He mentions that working in small groups can help him, as he can learn from the peers as well as the teacher. You also discover that using some translation technology helps him at home, and he would like to use his smartphone to help him during school. After you implement these strategies, you notice that Andre begins participating in large group discussions.
 
Write a two-paragraph essay evaluating the ideas outlined in the chapter, including cooperative grouping, technology to assist students, and inclusive science education. In this essay, provide a rationale for how you could further engage Andre in the class to see if his previous experience could be drawn on in the classroom.