Bilingual Pairs in the Dual Language Classroom
Dec 22, 2015
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.
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Bilingual Pairs/Groups Support
Comprehensible input
Increased verbal interaction
Contextualized language
Reduced anxiety
Active involvement of the learner
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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
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Key point to CL
There should be a pattern and flow to classroom learning – learn it together, have the ability to perform it alone.
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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
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Bilingual Pairs
Fluid and flexible
MoveableVelcroMagnetsPockets chartsClothes pins
Color coded
Students have access
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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.
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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
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One Product per partner
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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
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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
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Based on linguistic & academic ability.Entails personality too!
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Can be 2 sets of partners working in a group of 4
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~Easily identifiable~Large enough to be visible
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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
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Bilingual Pairs: Whole Group
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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”
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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
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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
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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
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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.
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Write Pair Share
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•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
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Read pair share
Take turn reading sections of the text.
Stop and summarize OR discuss.
Create and ask each other open-ended questions
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