Cooperative Language Learning

Eyla Santiago Stephanie Figueroa Prof. Rosa Roman Ingl 5010, Sec. 100 19 November 2012

Cooperative Learning is
a subset of collaborative learning in which students work together on structured assignments or projects under conditions that assure positive interdependence individual accountability occasional face-to-face interaction appropriate development and use of interpersonal skills and regular selfassessment of group functioning

Cooperative Language Learning

Jean Piagets and Lev Vygotskys theories
Learning process centered in social interaction

Part of Collaborative Learning Consists of activities involving:

Pairs of learners Small groups of learners

What does CLL do?

Raises the achievement of all students Builds positive relationships among students Gives students the experiences of:
Social development Psychological development Cognitive development

Transforms the environment from competitive to cooperative

CLL Goals
Acquisition of language through interaction Provides a methodology for various curriculum Provides focused attention to:
Lexical items Language structure Communicative function

Provides communication strategies Reduces stress and gives a positive environment

Why use CLL?

Students work together for a shared goal Maximises their learning as a group

Why use CLL with ESL students? Advantages

Increases the practice of interaction Supports cognitive development Increases language skills Integrates language with content-based instruction Includes a variety of curricular materials Teachers can master new skills Students take an active learning role

Cooperative Language Learning

Types of Learning: Key Elements to Success:

Formal cooperative learning group Informal cooperative learning group Cooperative base groups

Positive interdependence Group formation Individual accountability Social skills Structuring and structures

Cooperative Language Learning

Learning Tasks: Learning Activities:

Team practice Jigsaw Cooperative projects

Three step interview Roundtable Think pair share Solve pair share Numbered heads

Policy letter 11-2011-2012

Think pair share
El maestro les da a los estudiantes una pregunta, permitindoles tiempo para pensar y preparar sus respuestas, luego le provee tiempo al grupo para compartir respuestas y discutir las ideas y pensamientos entre ellos. Los estudiantes llegan a un consenso sobre sus respuestas.

Project based learning Small group discussions Role playing

Article: Cooperative Learning as Method and Model in Second Language Teacher Education

As the demands for teaching English as a second, foreign, or additional language has increased in schools around the world, the importance of language teachers opportunities to work collaboratively with content area teachers has also become recognized as an educational imperative (Quinlisk 2)

Cooperative Activity among teachers

To get teachers acquainted with this approach they were asked to put it into action Consisted of three parts:
Teaching Autobiographies Collaboration Communication

Some Questions:
What are your memories of yourself as a student? As a second language learner? What are some of your memories of your former teachers? What are your beliefs and assumptions about how second languages should be taught? How do your prior experiences (in school or out of school) shape who you are as a teacher? In what ways do you think your ethnicity, gender, socioeconomic background, religion, age, dialect, accent, etc. influence any aspects of your teaching?

Conclusions
Specifically, the autobiography was very enlightening as a tool to help me understand others as well as myself. I am naturally introspective and analytical so a review of my history is very interesting to me. When talking with colleagues and parents I find myself asking many of the questions that were covered in the autobiography. (Quinlisk 10)

 In some ways, I may have to put my ego aside and make several patient overtures before anything gels, but ultimately, all parties will benefit from a collaboration; even students. (Quinlisk 11)

Todays Class:
Unit 9.5: Making Connections Topic: Two Were Left by Huch B. Cave Standard and expectation: L/S 9.4 Objectives:
Having concluded reading the story Two Were Left by Caves, students will recall key concepts such as theme and plot; they will also recall language structure and patterns to work in groups in an assigned task.

 While students work in different groups they will complete the following tasks:
point out the themes, express thoughts and opinions to analyze plot, analyze problems and solutions with thoughts and opinions, make prediction and inferences to draw conclusions in group discussion.

After making their own conclusion of the story students will express how this reading affects what they think.