Let's break down the sentence blank by blank, looking for logical consistency and clues from the surrounding context. The overall theme is the complexities of connecting new information to English language learners' cultural backgrounds.
- Blank (i): "Connecting new information to English language learners' cultural backgrounds can be valuable when English learners have a different (i) $\qquad$ with which they view the world due to the environment they grew up in."
- The blank describes something that shapes how learners "view the world" based on their "cultural backgrounds" and "environment they grew up in." This points to a framework of understanding, a way of organizing knowledge and perceptions.
- A. perspicacity: The quality of having a ready insight into things; shrewdness. This describes an intellectual ability, not a cultural framework for viewing the world.
- B. platitude: A remark or statement, especially one with a moral content, that has been used too often to be interesting or thoughtful. This is irrelevant.
- C. schema: A representation of a plan or theory in the form of an outline or model; a conceptual framework. In psychology and education, "schema" refers to a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. This fits perfectly with "a different [way] with which they view the world."

So, Blank (i) is C. schema.

- Blank (ii): "However, it may be difficult even for a teacher who has done research to know the exact perspective the student can relate to because there may be (ii)
$\qquad$ a specific culture's immigrant neighborhoods across the United States."
- The "However" signals a challenge. It's difficult to know the exact perspective because there are differences or variations within a specific culture's immigrant neighborhoods.
- D. divergences between: Differences or variations between. This fits perfectly, as it explains why a single "exact perspective" is hard to pinpoint across various immigrant neighborhoods.
- E. aberrations in: Departures from what is normal, usual, or expected, typically unwelcome. While there might be departures, "divergences" more accurately describes the inherent variations among groups, rather than implying a "normal" from which they deviate.
- F. ineffability in: The quality of being too great or extreme to be expressed or described in words. This is irrelevant.

So, Blank (ii) is D. divergences between.
- Blank (iii): "Another merit of this approach is that many students may wish to (iii)
$\qquad$ American culture so they may not respond to attempts to connect the material with their native culture."
- This describes a reason why students might not respond to connections with their native culture. They might instead want to become part of or adapt to American culture.
- G. acculturate to: To assimilate or cause to assimilate to a different culture, typically the dominant one. This precisely describes the process of adapting to and adopting elements of a new culture, which would lead students to prefer connections to American culture over their native one in a learning context.
- H. systematize: To arrange according to a system; make systematic. This is irrelevant.
- I. ingratiate with: To bring oneself into favor with someone by flattering or trying to please them. This describes a social tactic, not a cultural adaptation process.

So, Blank (iii) is G. acculturate to.

Putting It Together:
"Connecting new information to English language learners' cultural backgrounds can be valuable when English learners have a different schema with which they view the world due to the environment they grew up in. However, it may be difficult even for a teacher who has done research to know the exact perspective the student can relate to because there may be divergences between a specific culture's immigrant neighborhoods across the United States. Those that believe that students are more affected by popular "adolescent" American influences may be correct some of the time, especially with older students who may have been in America longer. Another merit of this approach is that many students may wish to acculturate to American culture so they may not respond to attempts to connect the material with their native culture. This may be especially true of English learners born in the United States who have never lived in their native cultural setting, but their family and community may have their own set of structures and beliefs."