English learner participation in authentic and engaging peer-peer interaction activities on a regular basis is associated in the research with gains in language proficiency. The presenter will identify key features of effective peer-peer interaction tasks and share preliminary results of a pilot study in which dual language teachers in 4th/5th grade classrooms implemented interaction activities and were rated using a research-aligned observation instrument. Participants will leave with a clear vision of promising practices in implementing peer-peer interaction activities.
