Download - E. s. l. methods
COOPERATIVE LANGUAGE LEARNING
CONTENT – BASED INSTRUCTION
High SchoolStudents
MethodologyCommunicative
Competence
APPROACHES
CooperativeLanguage Learning
Content – BasedInstruction
Cooperative activities
Pairs and small groups
Second Language Teaching
Information * acquire
Linguistic / syllabus
COOPERATIVE LANGUAGE LEARNING
group learning activity
Dependent on the socially structured exchange
of information
Learners in groups
Antecedents Peer
tutoringPeer
monitoring
Early Twentieth Century
John Dervey
Building cooperation
Regular classrooms
UNITED STATES (1960s – 1970s)
Educators
traditional models of classroom learning Teacher -fronted
Competition * Cooperation
C.L.L. has helped educators to fulfill:
Raise the achievement of
allstudents
Help them build positive
relationship
Give students the experiences they need for healthy
social development
Replace the competitive organizational structure
With a team – based high performance
GOALS OF COOPERATIVE LANGUAGE LEARNING
To provide opportunities for naturalistic S. L.
acquisition
To provide teachers with a methodology
*communicative competence
To enable focused attention to particular
lexical items
To provide opportunities for learners to develop successful learning and
communication strategies
Motivate students and reduce learners stress.
Create a positive affective classroom climate
THEORIES FOCUSING THE IMPORTANCE OF COOPERATIVE LANGUAGE LEARNING
Theory of
Language
Support: structural functional models
Interactional models
Theory of Learning
Instructional
Small groups
TYPES OF COOPERATIVE
LEARNING GROUPS
Formal Cooperative
Learning Groups
One – several weeks
Specific task
Informal Cooperative
Learning Groups
Few minutes to a class period .
Facilitate Learning* Direct
teaching
Cooperative Base
Groups
Long term (1 year) *
heterogeneous learning groups
THREE MAJOR KINDS OF COOPERATIVE LEARNING TASKS
1. Team practice from common input – skill development and mastery of facts
All students work on the same material
Make sure that everyone in the groups knows the answer
How can we as teachers encourage a group of learners who apparently have low motivation to work in the activity
mentioned before?
2. JIGSAW
Evaluation and synthesis of facts and opinions. Each member receives a
different piece of the information*** Discussion
3. COOPERATIVE PROJECTS
Topics / resources
Subtopics for each group member.
Making mistakes TEAMWORK
SKILLS
How can we as language teachers achieve this goal of getting students
work together in groups?
Teachers must create a highly Structured
well organized learning environment
Setting goalsPlanning and structuring
tasks
Establishing th physical
arragement of the classroom
Assigning students to groups and roles
Selecting material and
time
CONTENT – BASED INSTRUCTION
Content orinformation
Little or no direct effort
Brinton, Snow, Wesche (1989)
Saint Agustine
Focus on meaningful content in Language
Teaching
Approach Communivative
Language Teaching in the
1980s
TWO CENTRAL PRINCIPLES
People learn a second language more successfully when they use the
language as a means of acquiring
information
Content – Based Instruction
better reflects learner’s needs for learning a
second language
TWO THEORIES
Theory of Language
Theory of
Learning
Text – and discourse - based
Use draws on Integrated skills
Is purposeful
Information: interesting, useful
Content areas are most useful as basis for L.L. than
others
learn best when instruction addresses student’s needs.
Descriptions of activity types in Content – Based Instruction
( Stoller)
Language skills improvement
Vocabulary building
Discourse
organization
Communicative interaction
Study
skills
Synthesis on content
materials and grammar
How can we as teachers achieve all these goals with the students using
Content – Based instruction?
Providing speaking practice of the
English Language
Ask questions and answer them
using the target language
Build
Vocabulary
MAKE MISTAKES
Freedom to work
Teachers don’t discourage the participation of
students in class
Freedom of Selection
AutonomousUnderstand their
own learning process
Take charge of their own learning
Develop high levels of
Student esteem
Essential skills for Content Based
Instructor
Varying the format of classroom isntruction
Group work team building Jigsaw reading
arrangementsBackground knowledge
and language skills
Process approaches to writingCoping
strategies
Appropriate error
correction techniques
C.L.L. Cooperation
competition
Develop critical thinking skills
***Communicative competence
Content Based
Instruction
Teaching of content and information
in the language
being learned
Team work * team building
Express their ideas appropriately and
freely