Bilingual Pairs
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Transcript Bilingual Pairs
Bilingual Pairs in the
Dual Language Classroom
Training Objectives
During 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
Components of
Bilingual Pairs
BP Activities in all
Content Areas
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Necessity of Using
Bilingual Pairs
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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
Bilingual Pair
High
Medium
Medium
Low
Bilingual Pair
Teacher Does Not Answer Questions During Bilingual Pairs Learning
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Importance of Using of Bilingual
Pairs
Research has shown that techniques
that involve student interaction:
Promote student learning and academic
achievement
Increase student retention
Enhance student satisfaction with their
learning experience
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Bilingual Pair Activity
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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
Moveable
Velcro
Magnets
Pockets charts
Clothes pins
Color coded
Students have access
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Bilingual pairs chart
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Bilingual pairs chart
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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 assignment
mixed 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
Students complete assignments with their partner
using a one-product rule where students are asked to
complete
or create
the Allassignment
together; can use
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different color pens
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Benefits of bilingual pairs
Increase
use of
academic
language
Involves
student
interest
and
motivation
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Creates
safe place
for student
learning
Develops
autonomy
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Opportunities to use BPs
Whole 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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Specific Opportunities for BPs
Turn & Talk
Read-PairShare
Write-PairShare
Paraphrasing
Pairs
Think-PairShare
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Bilingual Pair Activities
Turn and Talk
Tell your neighbor; heads together
Paraphrasing Pairs
Restatement of what the partner stated
Think Pair Share
Think time is provided before pairing and sharing
Write Pair Share
Share the writing task
Read Pair Share
Share the reading task; stop to discuss reading
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Bilingual Pairs: Whole Group
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Turn and Talk
Pair based on
mixed language
ability
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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….”
Review
“Yesterday we talked
about…tell your partner
what you remember…”
Answer comprehension
questions
“Tell your partner the
difference between birds
and bats”
KWL
“Tell your partner what you
want to learn about”
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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 Share
Think Pair Share (Lyman, 1981)
Consistently provides sufficient wait time for
students 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 teachers
It'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-ended
assess 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 students
Allows 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
•Students can talk about what they are going to write.
•Students can share the pen
•Share the writing after they are done.
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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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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?
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