Subject Code: LangLit 806

Description: Methodology of Language Teaching

Students/Reporters: Mel T. Saluib & Nera Ortego-Castillo
Course: MALL
Professor: Kristine Mae B. Destura

Cooperative Language Learning

Common
Key Features / Theory of Theory of
Teacher Roles Learner Roles Classroom
Characteristics Language Learning
Activities
 The overall  creates a  member of a (Coelho 1992b:  “All normal  Social
objectives are highly group who 132) children interaction
to foster structured must work  Team growing up has central
cooperation and well- collaborativel practice from in a normal role in
rather than organized y on tasks common environment learning
competition, learning with other input – skills learn to talk” (Piaget 1965;
to develop environment group development (Weeks Vygotsky
critical in the members and mastery 1979:1). 1962).
thinking classroom, of facts
 skills, and to setting goals,  director of  Jigsaw:  Most  Learner’s
develop planning and his/her own differentiated talk/speech critical
communicati structuring learning but is organized thinking
ve tasks,  (in pair predetermine as skills are
competence establishing tasks) d input – conversation. seen as
through the physical alternate evaluation  Conversation central to
socially arrangement roles as and operates learning of
structured of the tutors, synthesis of according to any sort,
interaction classroom, checkers, facts and a certain where it is
activities assigning recorders, opinions agreed-upon elevated to
 It does not students to and  Cooperative set of the same
assume any groups and information projects: cooperative level of focus
particular roles, and sharers topics/resour rules or as that of the
form of selecting ces selected “maxims” basic
language materials by students – (Grice 1975). language
syllabus, and time discovery  One learns skills of
thus it can (Johnson et learning how these reading,
be used in al. 1994) cooperative writing,
teaching  facilitates (Olsen & Kagan maxims are listening and
content learning 1992:88) realized in speaking
classes, ESP,  speaks less one’s native (Kagan
the four 1992).
 skills,  provides  Three-step language  Classrooms
grammar, broad interview through are developed
pronunciatio questions to  Roundtable casual, to foster
n, and challenge  Think-Pair- everyday cooperation
vocabulary, thinking Share conversation rather than
  Solve-pair- al competition.
Share interaction.

 Numbered  One learns

Heads how the

maxims are
realized in a
second
language
through
participation
in
cooperatively
structured
interactional
activities.