Bridging Academic English Together: Building a Bilingual Guide with Partner Classes

Students meet their partner classmates on a video call, introduce themselves, and form bilingual working teams. Teams agree on roles, shared tools, and a communication plan for the 11 weeks ahead.

Teams review sample academic texts from both classrooms to spot common language gaps and key academic English features. They record findings in a shared digital document and compare results with the partner class.

Teams use digital tools to write bilingual lessons, practice tasks, and feedback rubrics that address the gaps they found. They build the guide in stages, checking drafts with their team and the teacher as they go.

Partner classes try out the guide's lessons and rubrics and give structured feedback through an online form. Teams analyze how different learners responded and note what worked and what did not.

Teams revise lessons, tasks, and rubrics using the collected feedback, compare how learners in each class responded, and test the improved sections again. They document every change and the reason behind it.

Teams present their refined guide to both classrooms on a shared video call, explain their design choices, and reflect on what they learned about intercultural communication and collaboration.