ESL Children’s Second Language Learning through Cooperative Learning
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In the field of education, there has been a growing interest in cooperative learning. Cooperative learning is an instructional strategy in which two to six learners work together in the completion of a group task, relying on mutual help. This article explores how cooperative learning affected opportunities for learning English as a second language. Sixteen children were frequently involved in cooperative learning in a fourth grade ESL classroom. Methods of data collection included participant observation, audio-taping, interviews with the teacher, and field notes. Using classroom discourse analysis as a framework, this study analyzed naturally occurring classroom discourse to look at verbal interaction patterns and their influence on L2 development. The present study also examined the roles the teacher played in the students’ learning experiences during cooperative learning. Careful analysis of the classroom discourse identified four different types of verbal interaction, which might influence opportunities for L2 development: a) self-correction, b) peer correction, c) repetition, and d) request for assistance. Data analysis also showed that fruitful cooperative learning requires a combination of macro (e.g., lesson planning and organization) and micro level (e.g., moment-to-moment classroom interaction) of teacher’s responsibility.
Abstract
In the field of education, there has been a growing interest in cooperative learning. Cooperative learning is an instructional strategy in which two to six learners work together in the completion of a group task, relying on mutual help. This article explores how cooperative learning affected opportunities for learning English as a second language. Sixteen children were frequently involved in cooperative learning in a fourth grade ESL classroom. Methods of data collection included participant observation, audio-taping, interviews with the teacher, and field notes. Using classroom discourse analysis as a framework, this study analyzed naturally occurring classroom discourse to look at verbal interaction patterns and their influence on L2 development. The present study also examined the roles the teacher played in the students’ learning experiences during cooperative learning. Careful analysis of the classroom discourse identified four different types of verbal interaction, which might influence opportunities for L2 development: a) self-correction, b) peer correction, c) repetition, and d) request for assistance. Data analysis also showed that fruitful cooperative learning requires a combination of macro (e.g., lesson planning and organization) and micro level (e.g., moment-to-moment classroom interaction) of teacher’s responsibility.
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