Cooperative Language Learning and Content-Based Instruction

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Cooperative Language Learning and Content-Based Instruction

Learning Advantages

CBI (Kessler and Quinn 1989: 75)

– opportunities to develop language proficiency for academic purposes

– techniques for making subject matter comprehensible

– alternative ways for providing input

– grouping strategies

Group formation

- Structuring and structures

- Social skills

- Individual responsibility

Positive interdependence

Refers to

The socially structured exchange of information between students increasing the learning of others

To an approach to teaching a second language in which teaching is organized around the content or information that students will acquire

Student´s role

Students must be prepared both psychologically and cognitively

be active interpreters of input, willing to tolerate uncertainty along the learning path, try to explore alternative learning strategies, and be willing to seek multiple interpretations of oral and written texts.

Anticipate students helping each other in collaborative modes of learning

Be autonomous so that they come to “understand their own learning process and… take charge of their own learning from the start” (Stryker and Leaver 1993: 286).

Pairwise grouping is the most typical CLL format

They are directors of their own learning. They are taught to plan, monitor and evaluate their own learning

Willingness to work collaboratively on tasks with other group members

Teacher's role

Use of group work techniques and team building

Develop and maintain high levels of esteem in students (Stryker and Leaver 1993: 293)

Use of proper error correction techniques

Using process-based in processes to write

Help students develop coping strategies

Define prior knowledge and language skills necessary for student success.

Definir el conocimiento previo y las habilidades lingüísticas necesarias para el éxito del estudiante.

Organization of puzzle reading arrangements

Varying the instructional format in the classroom

. “Instructors must be more than good language teachers. They must have knowledge of the subject and be able to obtain that knowledge from their students ”(Stryker and Leaver 1993: 292).

Teachers must maintain context and understandability first in their planning and presentations, are responsible for selecting and adapting authentic materials for use in class, become analysts of student needs, and have to create truly student-centered classrooms. student.

You may also be tasked with restructuring the lessons so that students can work on them cooperatively.

They give feedback, redirecting the group with questions, encouraging the group to solve their own problems, extending the activity, encouraging thinking, managing conflict, observing students, and providing resources. (Harel 1992: 169)

help students and groups as needs arise:

is the facilitator of learning.

The teacher must create a highly structured and well-organized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical layout of the classroom, assigning students to groups and roles, and selecting materials and time (Johnson et al. .. 1994)

These arose in

In the 1980s

In the 1960s and 1970s in the USA

Materials

“Provide guides and strategies to help [students] understand the materials” (Brinton et al., 1989: 17).

Newspaper ads.

Train schedules.

Technical magazines

Turistic guides

Puzzle activities and information gaps that are sold commercially, modified from existing materials, or borrowed from other disciplines.

Each member of the group may need a copy of a text to read and consult.

Each can have a set of materials

Activities

Communicative interaction

Speech organization

Synthesis of contents and grammar. Mohan (1986) describes an approach to content-based ESL instruction at the secondary level that is based on the notion of knowledge structures. This refers to the structures of knowledge throughout the curriculum in terms of frameworks and schemas that apply to a wide range of topics. The framework consists of six universal knowledge structures, half of which represent specific practical elements (Description, Sequence and Choice) and the other half represent general theoretical elements (Concepts / Classification, Principles and Evaluation). A variety of CBI courses have been developed based on Mohan's framework of knowledge.

Study skills

Construction of vocabulary

Improvement of language skills

3. Cooperative grassroots groups.

These are long-term, last at least one year, and consist of heterogeneous learning groups with stable membership whose primary purpose is to enable members to give each other the support, help, encouragement, and assistance they need to succeed academically.

2. Informal cooperative learning groups.

These are ad-hoc groups that last from a few minutes to a class period and are used to focus students' attention or to facilitate learning during direct teaching.

1. Formal cooperative learning groups.

These last from one class period to several weeks. These are set for a specific task and involve students working together to achieve shared learning goals

Characteristics

CBI

4. To broaden students' understanding of English-speaking peoples (Brinton et al., 1989: 32)

3. Develop general academic skills applicable to university studies in all subject areas.

2. Acquire learning skills and strategies that can be applied in future language development opportunities.

1. To activate and develop existing English language skills

CLL

Encouraging cooperation rather than competition, to develop critical thinking skills and to develop communicative competence through socially structured interaction activities, these can be considered as the overall objectives of the CLL