Cooperative Language Learning and Content-Based Instruction

1. To activate and develop existing English language skills

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

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

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

1. Formal cooperative learning groups.

2. Informal cooperative learning groups.

3. Cooperative grassroots groups.

Improvement of language skills

Construction of vocabulary

Study skills

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.

Speech organization

Communicative interaction

Turistic guides

Technical magazines

Train schedules.

Newspaper ads.

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

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)

is the facilitator of learning.

help students and groups as needs arise:

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)

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

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.

. “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).

Varying the instructional format in the classroom

Organization of puzzle reading arrangements

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

Define prior knowledge and language skills necessary for student success.

Help students develop coping strategies

Using process-based in processes to write

Use of proper error correction techniques

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

Use of group work techniques and team building

Willingness to work collaboratively on tasks with other group members

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

Pairwise grouping is the most typical CLL format

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).

Anticipate students helping each other in collaborative modes of learning

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.

Students must be prepared both psychologically and cognitively

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

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

Positive interdependence

- Individual responsibility

- Social skills

- Structuring and structures

Group formation

CBI (Kessler and Quinn 1989: 75)

– grouping strategies

– alternative ways for providing input

– techniques for making subject matter comprehensible

– opportunities to develop language proficiency for academic purposes