Cooperative Language Learning: Enhance Student Interaction
Role of Instructional Material
Thanks to the materials, students can work cooperatively. Same materials can be used, but variations are required. For students working in groups, one set of materials is needed for each.
Procedure
Example of carrying out a cooperative writing lesson:
- The teacher assigns the students to pairs.
- Students tell each other what they are planning to write. Student A listens to student B’s ideas, and they discuss them. Student A outlines B’s ideas and gives him/her their written form.
- The same procedure is reversed for student B’s ideas.
- Students research materials for their own writings.
- Students work together to write the introduction. This is to ensure that they have a clear start.
- Students write their compositions individually.
- After completing the compositions, each student checks his/her pair’s composition, making corrections and giving suggestions.
- Students revise their own composition, considering the pair’s corrections and suggestions.
- Students read their pair’s composition again and sign their names to ensure that it is error-free.
Conclusion
Discussion groups, group work, and pair work are useful in all learning. These kinds of activities are used to increase participation. However, such activities are not necessarily cooperative. In Cooperative Language Learning (CLL), these activities are carefully planned to maximize interaction and contribution to each other’s learning.
CLL can be used with other teaching methods and approaches. CLL has been researched and evaluated more than most language teaching proposals, and research findings are generally supportive.
However, CLL is criticized for its use with learners of different proficiency levels. In addition, CLL teachers have much to do in the classroom environment.
Roles of an Interactive Teacher
An interactive teacher is, by definition, one that is fully aware of the group dynamics of a classroom. As Dörnyei and Murphey (2003) explained, the success of classroom learning is very much dependent on how students relate to each other, what the classroom environment is, how effectively students cooperate and communicate with each other, and what roles the teacher and learners play.
Types of Teachers
- Controller: The teacher is in complete charge of the class: what students do, what they say, and how they say it. The teacher assumes this role when new language is being introduced and accurate reproduction and drilling techniques are needed.
- Prompter: The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.
- Resource: The teacher is a kind of walking resource center (monitor) ready to offer help if needed or provide students with whatever language they lack when performing communicative activities. The teacher must make her/himself available so that students can consult her/him when (and only when) they wish.
- Assessor: The teacher assumes this role to see how well students are performing or how well they performed. Feedback and correction are organized and carried out.
- Organizer: Perhaps the most difficult and important role the teacher has to play. The success of many activities depends on good organization and on the students knowing exactly what they are to do. Giving instructions is vital in this role, as well as setting up activities.
- Participant: This role improves the atmosphere in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it.
- Tutor: The teacher acts as a coach when students are involved in project work or self-study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks.