What should transitioning-level students do in the collaborative writing activity?

Transitioning-level students should engage in recording interviewers' paraphrases on chart paper with guidance because this task allows them to actively participate in the collaborative writing activity while developing their language skills. By recording paraphrases, they practice listening comprehension, note-taking, and writing in a supportive group setting. This activity also emphasizes the importance of summarizing spoken information, which is a critical skill for English language learners.

The process of recording paraphrases offers a chance to reinforce vocabulary and structures used during the interview, facilitating further language development. Furthermore, it creates a collaborative environment where students can feel part of the learning experience, as they contribute to a shared resource that others can refer to later.

In contrast, simply observing the interview process does not allow them to engage or apply their skills, creating a passive learning experience. Creating their own questions may be too advanced for transitioning-level students who are still gaining confidence in their language abilities. Providing feedback to the teacher can be valuable, but it may not actively promote their language development in the same way as participating directly in the activity.