Oral Language by Design: Bilingual Preservice Teachers' Purposeful Infusion of Paired Strategies During Science Instruction

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-9 - Advances in Cooperative Learning

Abstract

This study explores the use of paired learning strategies in a science methods course. Through exposure to seven paired learning strategies, subsequent reflections, and use of those strategies in the lessons they implemented, bilingual preservice teachers identified the complexities embedded in activities that revolve around language and science content acquisition. Findings indicate that participants were inclined to promote oral language development and cognitive engagement at different points of their lessons. Additionally, participants’ marked inclination for unstructured dyadic interactions in the design of their own lessons suggests that in practice, preservice teachers may benefit from gradual exposure to collaborative structures that initially emphasize acquisition of cooperative skills while deliberately promoting academic language acquisition.

Authors

• Maria Guadalupe Arreguin-Anderson, The University of Texas - San Antonio

• Iliana Alanis, The University of Texas - San Antonio