| Theme | Core Findings | Gap Addressed | |-------|----------------|----------------| | | Positive effects on content mastery and bilingual identity (Genesee, 2006). | Limited focus on teacher dyads. | | Co‑Teaching Models | Co‑Teaching (e.g., “team teaching”) improves differentiated instruction (Friend & Cook, 2010). | Rarely examined in second‑language contexts. | | Sociocultural Mediation | Vygotsky (1978) emphasises mediated interaction ; Lantolf & Thorne (2006) apply this to peer interaction. | Mediating role of teacher‑teacher interaction is understudied. | | Intercultural Competence (ICC) | ICC develops through interactional exposure (Byram, 1997). | Need for explicit measurement of ICC in Duo‑TL. | | Feedback Timing | Immediate corrective feedback enhances oral accuracy (Li, 2010). | Dual‑speaker set‑ups may enable simultaneous feedback. |
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If you’re a CTO, VP of Product, or even an individual contributor looking to influence your team’s direction, consider asking these questions:
Leadership is mentally taxing. By splitting responsibilities:
Sergei A. Sugal (sergei.sugal@helsinki.fi)