Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.

1. PEER MANAGEMENT TRAINING
Cooperative Language
Learning
Presented by: HAN Piseth
April 24th, 2015

2. ContentsI. Background
II. The Approach
1. Theory of language
2. Theory of learning
III. Design
1. Objectives
2. Syllabus
3. Learning and Teaching Activities
4. Roles of Learners
5. Roles of Teacher
6. Roles Instructional Materials
IV. Conclustion

3. Background
• It is an approach that makes maximum use of cooperative
activities involving pairs and small groups of learners in
the classroom.
Key Features
• Raise the achievement of all students, including those
who are gifted or academically handicapped.
• Help the teacher build positive relationships among
students.

4. • Give students the experiences they need for healthy
social, psychological and cognitive development.
• Replace the competitive organizational structure of
most classrooms and schools with a team-based, high
performance organizational structure.

5. Goals of Cooperative Language Learning
• To provide opportunities for naturalistic second
language acquisition through the use of interactive pair
and group activities.
• To provide teachers with a methodology to enable
them to achieve this goal and one that can be applied
in a variety of curriculum settings (e.g., content-based,
foreign language classrooms).

6. • To enable focused attention to particular lexical items,
language structures, and communicative functions
through the use of interactive tasks.
• To provide opportunities for learners to develop
successful learning and communication strategies.
• To enhance learner motivation and reduce learner
stress and to create a positive affective classroom
climate.

7. Approach
Theory of Language
 Interactive View (Founded in some basic
premises).
• Premise 1: Born to talk (primary purpose is to
communicate).
• Premise 2: Conversation (most talk/speech).

8. • Premise 3: Conversation operated according to
cooperative rules or “maxims”
• Premise 4: Cooperative maxim realized in one’s
native language (L1): Everyday Conversation inter..
• Premise 5: Cooperative maxim realize in L2:
through cooperatively structured interactional
activities.

9. Approach
Theory of Learning
 Social interaction in learning: (Jean Piaget and
Vygotsky) by structure situation, interactive
structure, and Question Matrix (Bloom).
To achieve what?
• Critical thinking skill, communication competence,
language skill, social skills, mental development.

10. Design
Objectives
 Cooperation rather than competition
 Critical thinking skills
 Communicative Competence

11. The Syllabus
 Not assume particular form of language syllabus
 CLL used in teaching content class, ESP, Four
skills, Grammar, Pronunciation, Vocabulary.
 CLL is defined because it is systematic and
carefully planed use of group-based procedures.
(Not teacher fronted)

12. To achieve group-based procedure, three types of
cooperative learning group defined by Johnson et al:
1. Formal Cooperative learning group: one period to
several weeks. (Specific task involve students
working together to achieve share learning goal.
Group assignment, Group projects, and some other
similar tasks.

13. 2. Informal Cooperative Learning Group: a few
minutes to a class period (facilitate the direct
teaching)
3. Cooperative base groups: at least one year.
Support each other to achieve academic goal
Role play, Group Discussion. Overall, activities in one
class session.

14. Achieving the successful group-based learning in CL,
Olsen and Kagan (1992) proposed the following
elements:
Positive Interdependence: fail one fail all, mutual
support. Example, single product like score.
Group formation: deciding group size, assigning
students to group, student roles in group.

15. Individual Accountability: individual and group
performance.
Social Skill: the way students interact as teammates.
Need social skills to have successful interaction.
Structuring and structures: ways of organizing
students interaction.

16. Ways of organizing students interaction: (Olsen and
Kagan) (1992:88)
Three-step interview:
1. Students are in pairs; one is interviewer and one is
interviewee.
2. Students reverse roles
3. Each shares with team member what was learned
during the two interviews.

17. Roundtable:
Think- Pair- Share
Solve- Pair- Share
Numbered Head:

18. Learner roles
 Member of a group: working collaboratively on tasks
with other group members. (Need Teamwork skills)
 Director of there own learning: (Taught to plan,
monitor and evaluate their own learning.

19. Teacher roles
 Create a highly-structured and well-organized
learning environment.
 Setting goals, planning and structuring the tasks,
assigning students group roles, selecting materials….
 Facilitator of learning.
 Teacher speak less than in teacher fronted class. Post
question to challenge critical thinking.

20. The role of instructional materials
 Materials play an important part in creating
opportunities for student to work cooperatively.
 Materials might be specially designed for CLL
learning (such as commercially sold jigsaw and
information-gap activities, modified from existing
materials, or borrowed from other disciplines.

21. Conclusion
 In cooperative learning, group activities are the
major mode of learning and system for the use of
group work in teaching
 Group activities are carefully planned to maximize
student interaction and facilitate students
'contribution to each other' learning.

22. Communicative Competence
• In 1980, the applied linguists Canale and Swain
published an influential article in which they argued
that the ability to communicate required four different
sub-competencies:
• grammatical (ability to create grammatically correct
utterances),
• sociolinguistic (ability to produce sociolinguistically
appropriate utterances),
• discourse (ability to produce coherent and cohesive
utterances), and
• strategic (ability to solve communication problems as
they arise).