This can happen in impoverished schools as well as any other as long as we tap into the needs of the children to express themselves using words in the L2. We didn’t have a way to do this in the old model of PQA because the input was not supported by images and captions.
And while I am on a roll here I will say that it is Julie’s work in making her Power Point presentations clear and scaffolded, thus creating a taxonomy that really helped the kids express themselves in the TL (you need to actually see it), her way of arranging the slides was just more clear for the kids than any of the other classes I observed.
In the other classes, the Power Point presentations, the series, the order of slides was flat. It didn’t build. It is this building from simple one word slide to complex captions on slides that Julie does, what I have labeled the Chest of Drawers Visual PQA technique (top drawer/first slide has one word and one image, the fifth drawer/slide down has a more complex image and like ten words on the caption, and that is why I think Julie’s slides are better.
I have been refused the use of slides from other DPS teachers but not from Julie and Sabrina, the two teachers who, and this is no surprise in my mind, keep their kids in the TL almost exclusively and who also seem the most genuinely interested in what their kids say from a human standpoint. Hmmm.