Hostname: page-component-848d4c4894-r5zm4 Total loading time: 0 Render date: 2024-06-13T17:39:22.624Z Has data issue: false hasContentIssue false
  • English
  • Français

Cooperative Language Learning in School Contexts

Published online by Cambridge University Press:  19 November 2008

Ann K. Fathman  and
Carolyn Kessler
Get access Rights & Permissions [Opens in a new window]

Extract

Cooperative learning is designed to engage learners actively in the learning process. Through inquiry and interaction with peers in small groups, learners work together towards a common goal. As a major movement within the broad context of the educational mainstream, cooperative learning has specific relevance for literacy and language learning. Communicative approaches to second/foreign language teaching can effectively draw on the principles and characteristics of cooperative learning to make language teaching and learning more effective. This joining of communicative instructional approaches with cooperative learning should be effective whether applied to the second/foreign language classroom or to the sheltered classroom integrating language learning with content-area learning.

Type
Approaches to Second Language Teaching
Information
Annual Review of Applied Linguistics , Volume 13 , March 1992 , pp. 127 - 140
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Aaronson, E. 1978. The jigsaw classroom. Beverly Hills, CA: Sage Publications.Google Scholar
Bassano, S. and Christison, M. A.. 1988. Cooperative learning in the ESL class-room. TESOL Newsletter. 22.8–9.Google Scholar
Bejarano, Y. 1987. A cooperative small-group methodology in the language classroom. TESOL Quarterly. 21.483–504.CrossRefGoogle Scholar
Breen, M. P. and Candlin, C. N. 1980. The essentials of a communicative curriculum. Applied Linguistics. 1.89–112.CrossRefGoogle Scholar
Brubacher, M., Payne, R. and Rickett, K. (eds.) 1990. Perspectives on small group learning: Theory and practice. San Diego, CA: Dominic Press andOakville, Ontario: Rubicon.Google Scholar
California State Department of Education. 1984. Studies on immersion education: A collection of United States educators. Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University.Google Scholar
Cohen, E. G. 1986.Designing group work: Strategies for the heterogeneous classroom. New York: Teachers College Press.Google Scholar
Cohen, E.G. 1990. Continuing to cooperate: Prerequisites for persistence. Phi Delta Kappan. 72.134–138.Google Scholar
Cohen, E. G. and Intili, J.K.. 1981. Interdependence and management in bilingual classrooms: Final report 1. Stanford, CA: Center for EducationalResearch at Stanford.Google Scholar
Cummins, J. 1989. Empowering minority students. Sacramento, CA: California Association for Bilingual Education.Google Scholar
Curran, L. 1990. Cooperative learning lessons for little ones: Literature based language arts and social skills. San Juan Capistrano, CA: Resources for Teachers, Inc.Google Scholar
De Avila, E. A., Duncan, S. E. and Navarrete, C.. 1987. Finding out/descubrimiento. Northvale, NJ: Santillana.Google Scholar
Ellis, R. 1985. Understanding second language acquisition. Oxford: OxfordUniversity Press.Google Scholar
Enright, D. S. and McCloskey, M.. 1988. Integrating English: Developing English language and literacy in the multicultural classroom. Reading, MA: Addison-Wesley.Google Scholar
Freeman, D. 1992. Collaboration: Constructing shared understandings in a secondlanguage classroom. In Nunan, D. (ed.) Collaborative language learning and teaching. Cambridge: Cambridge University Press. 56–80.Google Scholar
Fullan, M. G., Bennett, B. and Rolheiser-Bennett, C. 1990. Linking classroomand school improvement. Educational Leadership. 47.8.13–19.Google Scholar
Harel, Y. 1992. Teacher talk in the cooperative learning classroom. In Kessler, C.(ed.) Cooperative language learning. Englewood Cliffs, NJ: Prentice HallRegents. 153–162.Google Scholar
Heath, S. B. 1992. Literacy skills or literate skills? Considerations for ESL/EFLlearners. In Nunan, D. (ed.) Collaborative language learning and teaching. Cambridge: Cambridge University Press. 40–55.Google Scholar
Hertz-Lazarowitz, R. and Shachar, H. 1990. Teachers' verbal behavior incooperative and whole-class instruction. In Sharan, S. (ed.) Cooperative learning: Theory and research. New York: Praeger. 77–94.Google Scholar
Johnson, D. W. and Johnson, R. T. 1986. Learning together and alone. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Johnson, D. W. and Johnson, R. T. 1989. Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company. Johnson, D. W. and R. T. Johnson. 1991b. Cooperation in the classroom. Edina, MN: Interaction Book Company.Google Scholar
Kagan, S. 1986. Cooperative learning and sociocultural factors in schooling. InCalifornia State Department of Education (ed.) Beyond language: Social and cultural factors in schooling language minority students. Los Angeles: Evaluation, Dissemination and Assessment Center, CaliforniaState University. 231–298.Google Scholar
Kagan, S. 1988. Cooperative learning resources for teachers. San JuanCapistrano, CA: Resources for Teachers.Google Scholar
Kagan, S. 1989. The structural approach to cooperative learning. Educational Leadership. 47.4.12–15.Google Scholar
Kohn, A. 1991. Group grade grubbing versus cooperative learning. Educational Leadership. 48.5.83–87.Google Scholar
Krashen, S. 1982. Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Larsen-Freeman, D. and Long, M. H. 1991. An introduction to second language acquisition research. London: Longman.Google Scholar
Long, M. H. and Porter, P. A. 1985. Group work, interlanguage talk and secondlanguage acquisition. TESOL Quarterly. 19.207–228.CrossRefGoogle Scholar
Madden, N. A., Slavin, R. E. and Stevens, R. K. 1986. Cooperative integrated reading and comparison: Teacher's manual. Baltimore: Johns HopkinsUniversity, Center for Research on Elementary and Middle Schools.Google Scholar
McGroarty, M. 1989. The benefits of cooperative learning arrangements insecond language instruction. NABE Journal. 13.127–143.CrossRefGoogle Scholar
Neves, A. 1983. The effect of various input on second language acquisition ofMexican American children in nine elementary school classrooms.Stanford, CA: Stanford University. Ph.D. diss.Google Scholar
Olsen, R. and Kagan, S. 1992. About cooperative learning. In Kessler, C. (ed.)Cooperative language learning. Englewood Cliffs, NJ: Prentice HallRegents. 1–30.Google Scholar
Ross, J. A. and Raphael, D. 1990. Communication and problem solving achievement in cooperative learning groups. Journal of Curriculum Studies. 22. 149–164.CrossRefGoogle Scholar
Sharan, S. (ed.) 1990. Current research on cooperative learning. New York: Praeger.Google Scholar
Sharan, S. and Shachar, C. 1988. Language and learning in the cooperative classroom. New York: Springer-Verlag.CrossRefGoogle Scholar
Sharan, S. and Sharan, Y. 1976. Small-group teaching. Englewood Cliffs, NJ: Educational Technology Publications.Google Scholar
Slavin, R. E. 1983. Cooperative learning. New York: Longman.Google Scholar
Solomon, D. et al. 1990. Cooperative learning as part of a comprehensive classroom program designed to promote prosocial development. In Sharon, S. (ed.) Current research on Cooperative Learning. New York: Praeger. 231–260.Google Scholar
Stevens, R. J. et al. 1987. Cooperative integrated reading and composition: Twofield experiments. Reading Research Quarterly. 22.433–454.CrossRefGoogle Scholar
Stevens, R. J. et al. , 1988. The effects of cooperative learning and directinstruction in reading comprehension strategies on main ideaidentification. Paper presented at the annual convention of the American Educational Research Association. New Orleans, April 1988.Google Scholar
Stone, J. 1991. Cooperative learning and language arts. San Juan Capistrano, CA: Resources for Teachers, Inc.Google Scholar
Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (eds.) Input in second language acquisition. Rowley, MA: Newbury House. 235–255.Google Scholar
Taylor, B. 1983. Teaching ESL: Incorporating a communicative, student-centeredcomponent. TESOL Quarterly. 17.69–88.CrossRefGoogle Scholar
Warren, B., Rosebery, A. S. and Conant, F. R. 1989. Cheche konnen: Science and literacy in language minority classrooms. Cambridge, MA: Bolt, Beranek and Newman, Inc.Google Scholar
Webb, N. 1985. Student interaction and learning in small groups: A research summary. In Slavin, R. et al. (eds.) Learning to cooperate: Cooperating to learn. New York: Plenum. 209–236.Google Scholar
Wong-Fillmore, L. et al. 1985. Learning language through bilingual instruction: Final report. Washington, DC: National Institute of Education.Google Scholar