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.

HistoryU.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.

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.

Benefits of CLLRaise 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.

In Second Language TeachingLearning is through

communicative interaction in the classroom.

Extension of CLT.Learning is learner-

centered, not teacher-fronted.

Thory of LanguageCLL has some basic premises on the

interactive/cooperative nature of language.

There are 5 basic premises.

1) born to talk2) conversation3) maxims4) learning of L1 maxims5) learning of L2 maxims

Theory of Learning

Jean Piaget and Lev Vygotsky social interaction in learning.

Critical thinking Question Matrix

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 skillsChance for students to act as

resources for each other.Freedom for teachers to develope

new skills and activities.Positive social attitudeSocial support in learning

DESIGNThe objectives of the CLL To develop critical thinking skills. To develop communicative competence

through interaction activities. SyllabusCll doesn’t 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.

Types of learnig and teaching activitiesFormal 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.

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 other’s learning.

So when we look at a successful group based learning in CL we will see

Positive Interdependence Group formation Individual accountabilitySocial skills Structuring and structures

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

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.

Learner’s Roles Learning working cooperatively Directing their own learning (compilation

lifelong learning)

PLAN-MONITOR-EVALUATE ** in pair working learner’s roles alternate as -tutors -checkers -recorders -information sharers

Teachers’ Roles*Setting goals* planning ad structuring tasks* establishing the physical arrangement of the

classroom*assigning the students to pairs

As a facilitator:InteractsTeachesRefocusesQuestionsClarifiesSupportsExpandsCelebratesEmpathizes

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

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.

Role of the Instructional MaterialsThanks to the materials students can work

cooperativelySame materials can be used but variations

are requiredFor students working in groups one set of

materials is needed for each.

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 B’s ideas and they discuss it. The student A outlines B’s ideas and gives him/her its written form.

3) The same procedure reversed for student B’s 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

pair’s composition making corrections and giving suggestions.8) Students revise their own composition considering the pair’s

corrections and suggestions.9) Students read their pair’s composition again and sign their

names to ensure that it is error free.

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 other’s 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.