Cooperative language learning (CLL) and content-based instruction (CBI) are approaches to second language teaching that focus on group work and learning content through the target language. CLL uses pair and small group activities to promote natural language acquisition, while CBI integrates language skills and content learning. Both aim to create a communicative environment where students work cooperatively to build language proficiency and content knowledge.

1. COOPERATIVE LANGUAGE
LEARNING
CONTENT – BASED INSTRUCTION
High School Communicative
Methodology Competence
Students

2. APPROACHES
Cooperative Content – Based
Language Instruction
Learning
Second Language Teaching
Cooperative activities
Information * acquire
Pairs and small groups Linguistic / syllabus

3. COOPERATIVE LANGUAGE LEARNING
group learning Dependent on the socially
activity structured exchange
of information
Learners in groups
Peer Peer
tutoring Antecedents monitoring
Early Twentieth Century
Building cooperation
John Dervey Regular classrooms

4. UNITED STATES
(1960s – 1970s)
Educators
traditional models of
classroom learning Teacher -fronted
Competition * Cooperation

5. 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 healthy
social development With a team – based high
performance

6. GOALS OF COOPERATIVE
LANGUAGE LEARNING
To 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

7. THEORIES FOCUSING THE IMPORTANCE
OF COOPERATIVE LANGUAGE LEARNING
Theory of Theory of
Language Learning
Support: structural Instructional
functional models
Interactional models
Small groups

8. One – several weeks
Formal Specific task
Cooperative
Learning 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

9. 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?

10. 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.

11. Making
mistakes TEAMWORK
SKILLS
How can we as language teachers
achieve this goal of getting students
work together in groups?

12. Planning and structuring
Setting goals tasks
Establishing th
Teachers must create a highly physical
Structured arragement of
well organized the classroom
learning environment
Selecting
material and Assigning students to
time groups and roles

13. CONTENT – BASED
INSTRUCTION
Content or Little or no
information direct effort
Brinton, Snow, Saint
Wesche (1989) Agustine
Approach
Focus on meaningful Communivative
content in Language Language Teaching
Teaching in the 1980s

14. TWO CENTRAL PRINCIPLES
People learn a Content – Based
second language Instruction
more successfully better reflects
when they use the learner’s needs
language as a for learning a
means of acquiring second language
information

15. 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 others
Integrated skills
learn best when instruction
Is purposeful addresses student’s needs.

16. Vocabulary
Language skills building
improvement
Discourse
organization
Descriptions of activity
types in Content – Based
Instruction ( Stoller)
Communicative
Synthesis on
interaction
content
Study materials and
skills grammar

17. How can we as teachers achieve all these
goals with the students using Content –
Based instruction?
Providing speaking
practice of the
English Language
Build
Ask questions and
answer them Vocabulary
using the target
language

18. MAKE MISTAKES
Teachers don’t
discourage the
Freedom to work
participation of
students in class
Freedom of Selection
Understand their
Autonomous Take charge
own learning
of their own
process
learning

19. 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 writing
Student esteem correction strategies
techniques

20. C.L.L. Cooperation Develop critical
thinking skills
competition
***Communicative
competence
Content Teaching of Team work * team
Based content and building
Instruction information
in the Express their ideas
language appropriately and
being freely
learned