COOPERATIVE LANGUAGE LEARNING CONTENT – BASED INSTRUCTIONHigh School Communicative Methodology Competence Students
APPROACHES Cooperative Content – Based Language Instruction Learning Second Language Teaching Cooperative activities Information * acquirePairs and small groups Linguistic / syllabus
COOPERATIVE LANGUAGE LEARNING group learning Dependent on the socially activity structured exchange of information Learners in groups Peer Peertutoring Antecedents monitoring Early Twentieth Century Building cooperation John Dervey Regular classrooms
UNITED STATES (1960s – 1970s) Educatorstraditional models ofclassroom learning Teacher -fronted Competition * Cooperation
Raise the Help them build achievement of all positive relationship students C.L.L. has helped educators to fulfill: Give students the Replace the competitive experiences they organizational structure need for healthysocial development With a team – based high performance
GOALS OF COOPERATIVE LANGUAGE LEARNINGTo provide opportunities To provide opportunities for for naturalistic S. L. learners to develop acquisition successful learning and communication strategies To provide teachers with a methodology*communicative competence Motivate students and reduce learners stress.To enable focused attention Create a positive affective to particular lexical items classroom climate
THEORIES FOCUSING THE IMPORTANCE OF COOPERATIVE LANGUAGE LEARNING Theory of Theory of Language LearningSupport: structural Instructional functional modelsInteractional models Small groups
One – several weeks Formal Specific task CooperativeLearning Groups TYPES OF COOPERATIVE Cooperative Base LEARNING Groups GROUPS Few minutes to a Long term (1 Informal class period . year) *Cooperative Facilitate heterogeneous Learning learning Learning* Direct Groups groups teaching
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 learnerswho apparently have low motivation to work in the activity mentioned before?
2. JIGSAWEvaluation 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.
Makingmistakes TEAMWORK SKILLS How can we as language teachersachieve this goal of getting students work together in groups?
Planning and structuringSetting goals tasks Establishing thTeachers must create a highly physical Structured arragement of well organized the classroom learning environment Selecting material and Assigning students to time groups and roles
CONTENT – BASED INSTRUCTION Content or Little or noinformation direct effort Brinton, Snow, Saint Wesche (1989) Agustine Approach Focus on meaningful Communivative content in Language Language Teaching Teaching in the 1980s
TWO CENTRAL PRINCIPLES People learn a Content – Based second language Instructionmore successfully better reflectswhen they use the learner’s needs language as a for learning ameans of acquiring second language information
TWO THEORIES Theory of Theory of Language Learning Text – and Information: interesting,discourse - based useful Content areas are most useful Use draws on as basis for L.L. than othersIntegrated skills learn best when instruction Is purposeful addresses student’s needs.
VocabularyLanguage skills building improvement Discourse organization Descriptions of activity types in Content – Based Instruction ( Stoller)Communicative Synthesis on interaction content Study materials and skills grammar
How can we as teachers achieve all thesegoals with the students using Content – Based instruction?Providing speaking practice of theEnglish Language Build Ask questions and answer them Vocabulary using the target language
MAKE MISTAKES Teachers don’t discourage the Freedom to work participation of students in class Freedom of Selection Understand theirAutonomous Take charge own learning of their own process learning
Group work team building Jigsaw reading Background arrangements knowledge and language Varying the skills format of classroom Essential skills for isntruction Content Based Instructor Process Develop high Appropriate approaches levels of error Coping to writingStudent esteem correction strategies techniques
C.L.L. Cooperation Develop critical thinking skills competition ***Communicative competence Content Teaching of Team work * team Based content and buildingInstruction information in the Express their ideas language appropriately and being freely learned