Cooperative Language Learning (CLL) Collaborative Learning (CL)

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Cooperative Language Learning (CLL)Collaborative
Learning (CL)

• Learning is
• Dependent on socially structured exchange of
  information in groups.
• Motivated to increase the learning of others.
• Also connected to individual accountability.

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History

• U.S. Educator John Dewey is credited with
  prompting the idea of cooperation on regular and
  systematic basis.
• CLL prompted in 1960s and 1970s as a response to
  typical classroom groups.

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How cooperative groups differ from typical
classroom groups?

• In typical groups
• One leader is chosen by the teacher.
• Groups are homogenious in nature.
• Each member has his/her own product.
• Priority is get the job done.

• In cooperative groups
• Leadership is shared by all members.
• Group members are chosen randomly.
• All members have one single product.
• Priority is get the job done with social skills
  and by the help of every member.

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Benefits of CLL

• Raise the achievements of all the students.
• Positive relationships among students.
• Healty social, psychological and cognitive
  development.
• Cooperation rather than competition
• Positive interdependence.
• Face to face interaction.

• Individual accountability.
• Social skill development.

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In Second Language Teaching

• Learning is through communicative interaction in
  the classroom.
• Extension of CLT.
• Learning is learner-centered, not teacher-fronted.

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Thory of Language

• CLL has some basic premises on the
  interactive/cooperative nature of language.
• There are 5 basic premises.
• 1) born to talk
• 2) conversation
• 3) maxims
• 4) learning of L1 maxims
• 5) learning of L2 maxims

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Theory of Learning

• Jean Piaget and Lev Vygotsky ? social interaction
  in learning.
• Critical thinking ? Question Matrix

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CLL also emphasizes cooperation rather than
competition in learning.

• Advantages of CLL in ESL Classrooms
• Frequency and variety in second language
  practice.
• Possibility for developing and increasing
  language skills
• Chance for students to act as resources for each
  other.
• Freedom for teachers to develope new skills and
  activities.
• Positive social attitude
• Social support in learning

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• DESIGN
• The objectives of the CLL
• To develop critical thinking skills.
• To develop communicative competence through
  interaction activities.
• Syllabus
• Cll doesnt assume any particular form of
  language syllabus since activities can be taught
  via cooperative learning.
• Cll is the systematic and carefully planned use
  of group based procedures thus Cll is an
  alternative to teacher-fronted teaching.

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• Types of learnig and teaching activities
• Formal cooperative learning groups ensure that
  students are actively part of the work of
  organizing material, explaining it, knowing the
  summary it, and integrating it into conceptual
  structures.
• Informal cooperative learning groups ensure that
  students are cognitively processing the material
  being taught. 
• Cooperative base groups The primary purpose is
  to give members the support, help, encouragement,
  and assistance so that each can progress
  successfully.

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• The success of CLL is crucially dependent on the
  nature and organization of group work and thanks
  to the well-designed program in which the
  elements of CLL is implemented carefully, the
  students have chance to interact with each other
  and they are motivated to increase each others
  learning.
• So when we look at a successful group based
  learning in CL we will see
• Positive Interdependence
• Group formation
• Individual accountability
• Social skills
• Structuring and structures

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• Positive interdependence happens when group
  members realize that their success is linked with
  each other. If everybody is ok in the group, the
  group will be successful.
• Group formation is an important factor in
  creating positive interdependence.
• In group formation
• size of the group, assigning students to
  groups, and students roles in the group is
  important.
• Individual accountability exists when the
  performance of each individual is assessed and
  the results are given back to the group and the
  individual in order to determine who needs more
  assistance, support, and encouragement in learning

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• Social skills determine the way students interact
  with each other as teammates.
• Structuring and Structures refer to ways of
  organizing students interaction
• The teachers can enable students different
  interaction ways in the group.

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Learners Roles

• Learning working cooperatively
• Directing their own learning (compilation
  lifelong learning)
• PLAN-MONITOR-EVALUATE
• in pair working learners roles alternate as
• -tutors
• -checkers
• -recorders
• -information sharers

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Teachers Roles

• Setting goals
• planning ad structuring tasks
• establishing the physical arrangement of the
  classroom
• assigning the students to pairs

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• As a facilitator
• Interacts
• Teaches
• Refocuses
• Questions
• Clarifies
• Supports
• Expands
• Celebrates
• Empathizes

• Depending on the
• problem evolve
• Gives feedback
• Redirecting the group
• Encourage the group t solve their own
  problems
• Extending activity
• Encourage thinking
• Managing conflict
• Observing students
• Supplying sources

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• Johnson et al sums teachers roles up as follows
• Structuring the lesson, curriculum and sources
  cooperatively.
• Designing the lesson according to the unique
  instructional needs, circumstances, curricula and
  students.
• Diagnosing the problems in groups and intervening
  for effectiveness.

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Role of the Instructional Materials

• Thanks to the materials students can work
  cooperatively
• Same materials can be used but variations are
  required
• For students working in groups one set of
  materials is needed for each.

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Procedure

• E.g. of carrying a cooperative writing lesson
  out
• 1) Teacher assigns the students to pairs.
• 2) Students tell each other what they are
  planning to write. Student a listens to student
  Bs ideas and they discuss it. The student A
  outlines Bs ideas and gives him/her its written
  form.
• 3) The same procedure reversed for student Bs
  ideas.
• 4) Students research materials for their own
  writings.
• 5) Students work together to write the
  introduction. This is to ensure that they have a
  clear start.
• 6) Students write their compositions
  individually.
• 7) After completing the compositions each student
  check his/her pairs composition making
  corrections and giving suggestions.
• 8) Students revise their own composition
  considering the pairs corrections and
  suggestions.
• 9) Students read their pairs composition again
  and sign their names to ensure that it is error
  free.

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Conclusion

• Discussion groups, group work and pair work are
  useful in all learning. These kinds of activities
  are used to increase the participation. However,
  such activities are not necessarily cooperative.
  In CLL, these activities carefully planned to
  maximize interaction and contribution to each
  others learning.
• CLL can be used with other teaching methods and
  approaches.
• CLL has been researched and evaluated more than
  most language teaching proposals. And research
  findings are generally supportive.
• However CLL is criticized for its use with
  learners of different proficiency levels. In
  addition CLL teachers have much to do in
  classroom environment.