1. Bilingual Pairs in the Dual Language Classroom

2. 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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3. Bilingual Pairs Components of Bilingual Pairs
Necessity of Using Bilingual Pairs
BP Activities in all Content Areas
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4. Bilingual Pairs/Groups Support
Comprehensible input
Increased verbal interaction
Contextualized language
Reduced anxiety
Active involvement of the learner
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5. Use of Bilingual Pairs for Instruction
High
Medium
Medium
Low
Bilingual Pair
Teacher Does Not Answer Questions During Bilingual Pairs Learning
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6. 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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7. Bilingual Pair Activity
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8. Key point to CL
There should be a pattern and flow to classroom learning – learn it together, have the ability to perform it alone.
Traditional vs CL classrooms activity
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9. 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 group (2 pairs) learning in a group activity in math may not be the same pair or group during science or social studies or language arts.
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10. Bilingual Pairs Fluid and flexible Moveable Velcro Magnets
Pockets charts
Clothes pins
Color coded
Students have access
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11. Bilingual pairs chart
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12. Bilingual pairs chart
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13. 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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14. 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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15. 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
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16. Benefits of bilingual pairs
Increase use of academic language
Involves student interest and motivation
Creates safe place for student learning
Develops autonomy
Increase the chances that students will practice academic English and Spanish.
Contribute to student interest and motivation and an overall positive classroom atmosphere;
 Create a safe place for students to practice and receive feedback from peers, thus promoting oral language development;
Give students an opportunity to learn by teaching;
 Develops autonomy and students’ lifelong learning skills—they can self-teach when there is no teacher there to tell them what to do!
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17. 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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18. Based on linguistic & academic ability.
Entails personality too!
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19. Can be 2 sets of partners working in a group of 4
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20. ~Large enough to be visible
~Easily identifiable
~Large enough to be visible
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21. Specific Opportunities for BPs
Turn & Talk
Paraphrasing Pairs
Think-Pair-Share
Write-Pair-Share
Read-Pair-Share

22. 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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23. Bilingual Pairs: Whole Group
Pair based on mixed language ability
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Turn and Talk

24. 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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25. 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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26. 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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27. 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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28. 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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29. 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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30. Students writing in bilingual pairs
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31. 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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32. 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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