Cooperative Language Learning

Background

Cooperative Language Learning (CLL) is part of a more general instructional approach also known as
Collaborative Learning (CL). Cooperative

Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs
and small groups of learners in the classroom. It has been defined as follows:

Cooperative learning is group learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which each learner is held
accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and
Kagan 1992: 8)

Cooperative Learning has antecedents in proposals for peer-tutoring and peer-monitoring that go back
hundreds of years and longer. The early twentieth century U.S. educator John Dewey is usually credited
with promoting the idea of building cooperation in learning in regular classrooms on a regular and
systematic basis (Rodgers 1988). It was more generally promoted and developed in the United States in
the 1960s and 1970s as a response to the forced integration of public schools and has been substantially
refined and developed since then. Educators were concerned that traditional models of classroom
learning were teacher-fronted, fostered competition rather than cooperation, and favored the majority
students. They believed that minority students might fall behind higher-achieving students in this kind of
learning environment. Cooperative Learning in this context sought to do the following:

– raise the achievement of all students, including those who are gifted or academically handicapped

– help the teacher build positive relationships among students

– 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

In second language teaching, CL (where it is often referred to as Cooperative Language Learning–CLL)

has been embraced as a way of promoting communicative interaction in the classroom and is seen as an
extension of the principles of Communicative Language Teaching. It is viewed as a learner-centered
approach to teaching held to offer advantages over teacher-fronted classroom methods. In language
teaching its goals are:

– 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;
mainstreaming)

– 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

CLL is thus an approach that crosses both mainstream education and second and foreign language
teaching.

Approach

Theory of language

We outlined an “Interactive” view of language structuring in Chapter 2.

Cooperative Language Learning is founded on some basic premises about the interactive/cooperative
nature of language and language learning and builds on these premises in several ways.

Premise 1 mirrors the title of a book on child language titled Born to

Talk (Weeks 1979). The author holds (along with many others) that “all normal children growing up in a
normal environment learn to talk. We are born to talk . . . we may think of ourselves as having been
programmed to talk . . . communication is generally considered to be the primary purpose of language”
(Weeks 1979: 1).

Premise 2 is that most talk/speech is organized as conversation. “Human beings spend a large part of
their lives engaging in conversation and for most of the conversation is among their most significant and
engrossing activities” (Richards and Schmidt 1983: 117).

Premise 3 is that conversation operates according to a certain agreed-upon set of cooperative rules or
“maxims” (Grice 1975).

On my own experience as a language teacher, conducting and designing a language test is a