Bilingual Pairs in the Dual Language Classroom. Training Objectives During this training, teachers will Explain the components of bilingual pairs. Evaluate

Bilingual Pairs in the Dual Language

Classroom

Training ObjectivesDuring this training, teachers will

Explain the components of bilingual pairs.Evaluate the necessity of using Bilingual

Pairs throughout the day for all content areas.

Describe examples of BP activities. Plan for BPs throughout the content areas.

2Copyright © 2013-Dual Language Training Institute. All Rights Reserved.

Bilingual Pairs

Copyright © 2013-Dual Language Training Institute. All Rights Reserved. 3

Bilingual Pairs/Groups Support

Comprehensible input

Increased verbal interaction

Contextualized language

Reduced anxiety

Active involvement of the learner



Use of Bilingual Pairs for Instruction

High

Medium

Low

Medium

Bilingual Pair

Bilingual PairTeacher Does Not Answer Questions During Bilingual Pairs Learning

Importance of Using of Bilingual Pairs

Research has shown that techniques that involve student interaction:Promote student learning and academic

achievementIncrease student retentionEnhance student satisfaction with their

learning experience


Bilingual Pair Activity


Key point to CL

There should be a pattern and flow to classroom learning – learn it together, have the ability to perform it alone.


Bilingual pairs

• Bilingual pairs are not stagnant, but fluid.

• Using a pocket chart is recommended.

• Identify the list of students by color as stronger in L1 or stronger in L2 and paired up side-by-side on the chart.

• Bilingual group consist of 2 pairs working in a group activity


Bilingual Pairs

Fluid and flexible

MoveableVelcroMagnetsPockets chartsClothes pins

Color coded

Students have access


Bilingual pairs chart


Bilingual pairs chart


Think, pair, share...Think about the bilingual pair chart you will use

in your classroom.

Pair with the person at your table and discuss what type of bilingual pair chart you use or plan on using in your classroom. Sketch your ideas on paper.

Share your sketch with the whole group.


Pairing Students

Pair is based on mixed language ability; “learn together”

with one assignmentmixed language and content-area ability

during whole group and small group learning

mixed language ability for read-aloud, journal writing, shared writing

During small group learning, pairs should “learn together” with one assignment


One Product per partner


Students complete assignments with their partner using a one-product rule where students are asked to complete or create the assignment together; can use different color pens

Benefits of bilingual pairs


Opportunities to use BPsWhole group instruction: ex.) turn and talk

Guided practice

Bilingual Pair Activity # 1 and Activity # 2

Independent practice (HOTS activity)

Bilingual Learning Centers/Bilingual Research Centers

Language of the Day Activities

Conceptual Refinement


Based on linguistic & academic ability.Entails personality too!


Can be 2 sets of partners working in a group of 4


~Easily identifiable~Large enough to be visible


Specific Opportunities for BPs

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Bilingual Pair ActivitiesTurn and Talk

Tell your neighbor; heads together

Paraphrasing PairsRestatement of what the partner stated

Think Pair ShareThink time is provided before pairing and

sharing

Write Pair ShareShare the writing task

Read Pair ShareShare the reading task; stop to discuss reading


Bilingual Pairs: Whole Group

Copyright © 2013-Dual Language Training Institute. All Rights Reserved. 23Turn and Talk

Pair based on mixed language ability

Turn and talk: IDEAS

Focus activity “Today we will talk

about..” Tap into prior

knowledge (what do you know)“Talk to your partner

about what you know about….”

KWL “Tell your partner what

you want to learn about”

Review “Yesterday we talked

about…tell your partner what you remember…”

Answer comprehension questions “Tell your partner the

difference between birds and bats”


Paraphrasing pairs

Paraphrasing is the keystone to good listening and consists of a simple restatement of what our partner, the teacher, or somebody else said (Johnson & Johnson, 1998).

Frequent stops to check for comprehension

Helps L2 learners with connected discourse


Think Pair ShareThink Pair Share (Lyman, 1981)

Consistently provides sufficient wait time forstudents to formulate an answer and provide a clearer response than if the teacher had just asked the question and immediately called on someone

In early stages of L2 acquisition Ss will translate in their head

Be sure to provide the ‘think’ time prior to having students share


Advantages for teachersIt's quick; it doesn't take much preparation time

It engages the entire class

It supports oral language development and vocabulary building

Teachers can ask different levels of questions: literal, inferential,

open-endedassess student understanding by listening in on

several groups during the activity and by collecting responses at the end

Engagement leads to higher levels of learning


Advantages for studentsAllows quiet students to answer questions in a smaller

setting.

Students can encourage and support each other in their language use.

Students can use language in real life functional interactions as they reinforce academic language.

Promotes conversations and supports connected discourse

Students can assess their classmates responses and compare them with their own.


Write Pair Share


•Students can talk about what they are going to write.•Students can share the pen•Share the writing after they are done.

Students writing in bilingual pairs


Read pair share

Take turn reading sections of the text.

Stop and summarize OR discuss.

Create and ask each other open-ended questions


Let’s Reflect on Bilingual Pairs

What were some of the benefits of using Bilingual Pairs?

When are some opportunities to use Bilingual Pairs?

What are some examples of these opportunities throughout instruction?


Documents

Bilingual Pairs in the Dual Language Classroom. Training Objectives During this training, teachers will Explain the components of bilingual pairs. Evaluate