Co-operative

Language
Teaching
 BACKGROUND
Cooperative language teaching prompted in 1960s and
1970s as a response to the limitations of traditional teacher
centered approaches. It gained popularity in the field of
language education during the 1970s and 1980s. One of the
leaders of cooperative language teaching is David W. Johnson
and his brother Roger T. Johnson and they developed this
learning model
 THE APPROACH
this approach focuses on promoting collaboration,
communication, and active engagement among students to
enchance language learning. there are some activities that can
be done in a class.

• group work
• pair work
• peer tutoring
• collaborative projects
• Jigsaw activities
goals of cooperative language
teaching
• enhances language profi ciency
• develops communication skills
• builds social skills
• promotes critical thinking
• increases motivation
• promotes autonomy
• creates supportive learning
 key features
• collaborative learning
• positive interdependence
• individual accountibility
• social skills development
• shared resources and knowledge
• teacher facilitation
• task variety
• positive learning environment
 the syllabus
• no particular syllabus
• emphasizes four skills
• includes group work activities,
collaboration and active participation
 differences between cooperative and
traditional groups

traditional groups cooperative groups

• students may work • students work
individually or in groups. collaboratively towards
• there is limited interaction common goals.
among students. • interactions among
• feedback is provided by the students are frequent.
teacher. • feedback is often
provided by peers as well
as teachers.
 cooperative language
teaching
advantage disadvantages
• actives participation • unequal participation
• enhances language • social confl icts
skills • challenging time
• develops social skills management
• fosters peer support • excessive dependency on
• increases motivation peers
 Desig
n
-Interactive
-Communicative Competence
-Authentic Materials
-Task - Based
INTERACTIVE
CLT focuses on creating opportunities for
learners to interact with each other in the
target language. Cooperative learning is a
method where students work in small groups
to reach a common learning goal with the
guidance of the teacher. Cooperative learning
strategies can be used in different school
contexts if they fulfil the following principles:
positive interdependence, individual
accountability, equal participation, face-to-
face interaction, group processing, and
effective group / social skills. If positive
interdependence is present, students feel on
the same side as the task requires that they
work together. They feel part of a team and
work towards the same goal.
INTERACTIV
At the same time, every individual
in a team is responsible for his

E performance, which promotes both

autonomy and cooperation. In
cooperative learning, it is important
to make sure every student in a
team is equally working. Strategies
are designed to help with that
matter. Another important
characteristic of cooperative
learning strategies is that they
should be designed to engage as
many students as possible in the
team, simultaneously, interacting
in close physical proximity.
Communicative It aims to develop learners' ability to
use the language effectively in real-life

Competence situations, emphasizing not just

grammar and vocabulary but also
sociolinguistic and strategic
competence. Cooperative learning
fights against the idea that strong and
weak students should be educated
separately. In cooperative group work,
students are prone to help each other
instead of competing against one
another.
Task-Based CLT often employs task-based activities
where learners work together to
accomplish a goal, using the language
as a tool for communication.
Cooperative learning can be particularly
beneficial for students learning a
foreign language. Learners develop
great confidence when they work in
small teams, they pick up vocabulary
from observing their peers learn and
solve problems. Teachers should assign
roles in the teams and make sure these
are rotated every week or by activity.
That way, you give opportunities for
every student to develop the skills they
need to practice.
Task-Based

CLT often employs authentic materials such as newspapers, videos, and

real-world tasks to provide meaningful contexts for language learning.
You don’t need to spend all your class time on cooperative learning
strategies. You can start by implementing one strategy in one lesson,
then evaluate the outcomes and decide how often you want to use them.
 OBJECTIVES
Eff ective Communication
Autonomy
Cultural
Awareness
 Effective
Communication
CLT aims to develop learners' ability to communicate eff ectively in the target
language. Every member of the group has diff erent ideas and skills and in sharing
them with the others, the group can take a maximal profi t out of it all.
Furthermore, diff erent skills mean that every member of the group has the chance
to participate and so every group member is important for the success of the
group work. The emphasis of this approach is on cooperative work rather than on
competitive work.
 Autonomy

: It seeks to empower learners to take ownership of their language learning

process and become independent users of the language. Cooperative language
learning also encourages students in their critical thinking, because in cooperative
environments, diff erent approaches to certain topics occur and the students have
to think and consider the whys and how. Therefore, they have to analyse possible
solutions, which is another reason why heterogeneous groups are an advantage
rather than a disadvantage in cooperative language learning environments. CLT
encourages learners to develop an understanding and appreciation of the cultural
contexts in which the language is used.
 Activities 1. Team practice from common input - skills development and mastery of facts
All students work on the same material. The task is to make sure that everyone in the group knows
the answer to the question and can explain how understands the material. Because the students want
their team to do well. When the teacher takes up the question or assignment, anyone in a group may
be called on to answer to the team. This technique is good for review and for practice tests - the
group takes the practice test together but each student will eventually do an assignment or take a
test individually.

2. Jigsaw: diff erentiated but predetermined input – evaluation and synthesis of facts and opinions
Each group member receives a diff erent piece of information. Students regroup topic groups (expert
groups) composed of people with the same piece to master the material and prepare to teach it.
Students return to home groups (jigsaw groups) to share their information with each other. Students
synthesize the information through discussion. Each student produces an assignment of part a group
project or takes a test, to demonstrate synthesis of all the information presented by all group
members.

3. Cooperative projects: topics/resources selected by students - discovery learning Topics may be

diff erent for each group. Students research the information using resources such as library reference,
visual media, interviews. Students synthesize their information for a group presentation. Each group
 Activities
1. Three-step interview - students are in pairs, one is interviewer, the other is
interviewee. Students reverse roles. Each share with his or her partner what was
learned during the two interviews;
2. Roundtable - there is one piece of paper and one pen for each team. One student
makes a contribution and passes the paper and pen to the student on his or her left.
Each student makes contributions in turn. If done orally, it is called Round Robin;
3. Think-Pair-Share - teacher poses a question, students think of a response,
students discuss their responses with a partner, students share his or her partner's
response with class;
4. Solve- Pair-Share - teacher poses a problem, students work out solutions
individually, students explain how they solved the problem;
5. Numbered heads - students number off in teams, teacher asks a question, HEADS
TOGETHER - students literally put their heads together and make sure everyone
knows and can explain the answer. The teacher calls a number and students with
that number raise their hands to be called on.
 Activities
Pair and Group Work: Activities often involve pair and group work where learners
collaborate to complete tasks or solve problems.
Role-plays and Simulations: Learners engage in role-plays and simulations of
real-life situations to practice language in context.
Information Gap Activities: These are activities where learners have diff erent
pieces of information and need to communicate with each other to complete a
task.
Project-Based Learning: Learners work on projects that require them to use the
language in authentic ways, such as creating presentations or conducting
interviews.
Authentic Materials: Teachers use authentic materials such as videos, songs, and
real-world texts to provide meaningful input for language learning.
 Active Participants

Collaborators
Learners
Roles of

Communicators

Listeners and Responders

Refl ective Learners

Supportive Members
 Facilitator

Resource Provider
Teachers
Roles of

Model and Monitor

Organizer

Assessor

Cultural Mediator

Motivator and Encourager

Roles Instructional
Materials
Providing input Facilitating Supporting Promoting
and exposure to comprehension language collaboration
the target and production and and interaction
language. understanding communication. among learners.
of language
concepts.
Roles Instructional
Materials
Fostering Catering to Enhancing Reinforcing
cultural diverse learning motivation and language
awareness and styles and engagement in learning through
sensitivity. preferences. language practice and
learning. repetition.
Procedure
How does it work?
The teacher assigns students to pairs,
ensuring that each pair includes at least one
profi cient reader. This pairing strategy aims
to facilitate collaboration and support
among students with varying levels of
reading and writing profi ciency.
• Student A communicates their ideas and plans
for their composition to Student B.
• Student B actively listens to Student A, asks
probing questions, and outlines Student A's
ideas. This process helps Student A to
organize and clarify their thoughts before
beginning the writing process.
• Student B provides the written outline to
Student A, ensuring clarity and understanding
of the ideas.
• The procedure is reversed, with Student B
describing their ideas and plans for their
composition to Student A.
• Student A listens attentively to Student B,
completes an outline of Student B's ideas, and
provides the written outline to Student B.
• Each student independently researches the
material needed for their composition,
keeping an eye out for relevant information
that could benefi t their partner's composition
as well.
The students collaborate to write the fi rst
paragraph of each composition together,
ensuring that they both have a clear
starting point for their writing.
After collaborating on the initial paragraphs,
students individually write their
compositions.
• Once the compositions are completed,
students proofread each other's
compositions, making corrections in
capitalization, punctuation, spelling,
language usage, and other aspects as
specifi ed by the teacher.
• Students also provide each other with
suggestions for revision to improve the
overall quality of the compositions.
After receiving feedback from their peers,
students revise their compositions
accordingly.
• Students reread each other's
compositions to ensure that they are
error-free.
• Each student signs their name to
indicate that they have reviewed and
confi rmed the quality of their partner's
composition.
• Throughout this process, the teacher
monitors the pairs, intervening as
needed to provide guidance, support,
and feedback to help students develop
their writing and cooperative skills
eff ectively.
Thank You