Cooperative Language

Learning (CLL)
As known as Collaborative Learning
(CL)
Pair or group learning activity organized
that each learner interacts with others.
All learners are motivated to increase
each others learning. (Olsen and Kagan
1992)
Background
This idea was developed for long time ago
(Since eighteenth century)
More promoted and developed in the
1960s in the public schools.
The idea is against the traditional teaching.
(Richards and Rodgers, 2001)
Teacher-fronted
Competition
Higher-achieving students learned much
Lower-achieving students might fall behind
them.
Advantages of CLL
Promoting communicative interaction in
the classroom.
Learner-center
Giving opportunities for all students in
class to practice using language.
Enhancing motivation of learning
language.
Reducing stress to create positive
affective. Classroom
Objectives

Fostering cooperation
Developing critical thinking skills
Developing communicative competence
thought socially structured interaction activ
ities.
Group-based procedures in teaching.
Types of cooperative
learning groups
1. Formal cooperative learning groups
One class period to several weeks
2. Informal cooperative learning groups
Temporary groups that last from a few
minutes to a class period.
3. Cooperative base groups
Long term, lasting for at least a year.
 Keys of successful
group-based learning in
CLL
1. Positive interdependence
When one student achieves, all members
benefit.

2. Group formation
Setting groups that affects positive
interdependence
Size of the group
Assigning students to groups
 3. Individual accountability
It involves both group and individual
performance
E.g. Assigning the rule that group may not go
on to the next activity until all members finish
the tasks

4. Social skills
The way students interact with each other to
achieve task.
 5. Structuring and structures
Content-free ways of organizing student
interactions with content and with each ot
her
It refers to meaningful activities that can
extract students ability or performance.
E.g. Brainstorming or Group discussion
 Learner roles
A member of a group must work
collaboratively
They must be taught, or know about
teamwork skills.
They have to know how to plan, monitor,
and evaluate their own learning before shari
ng to other members in their own team.
Teacher roles
Creating a highly structured and well-
organized learning in class.
Observing the class
Facilitating the students.
Assigning the students to groups (and
roles).
Selecting materials and time.
Lesson Plan
Lesson plan
References:
Olsen, R., & Kagan, S. (1992). About
cooperative learning. In C. Kessler (ed.), Coope
rative language learning: A teachers resource
book (pp. 163-174). New Jersey, NJ: Prentice
Hall.
Richards, J., C. & Rodgers, T., S. (2001).
Approaches and methods in language teaching.
New York, NY: Cambridge University Press.