Cooperative

Language
Learning (CLL)
Cooperative Language
Learning

Learning is;
• Dependent on the socially structured
exchange of information in groups.
• Motivated to increase the learning of
others.
• Also connected to individual
accountability.

History
• U.S. Educator John Dewey is credited
with prompting the idea of cooperation on
regular and systematic basis.
• CLL prompted in 1960s and 1970s as a
response to typical classroom groups.
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 How do cooperative groups differ from
typical classroom groups?
In typical groups; In cooperative groups;
• One leader is chosen by the • Leadership is shared by all
teacher. members.
• Groups are homogeneous in • Group members are chosen
nature. randomly.
• Each member has his/her own • All members have one single
product. product.
• Priority is getting the job done. • Priority is getting the job done
with social skills and with the
help of every member.
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 Benefits of CLL

• Raise the achievements of all the

students.
• Positive relationships among students.
• Healthy social, psychological and
cognitive development.
• Cooperation rather than competition
• Positive interdependence.
• Face-to-face interaction.
• Individual accountability.
• Social skill development. 4
 In Second Language Teaching
• Learning is through communicative interaction
in the classroom.
• Extension of CLT.
• Learning is learner-centered, not teacher-
fronted.

Theory of Language
• CLL has some basic premises on the
interactive/cooperative nature of language.
• There are 5 basic premises.
• 1) born to talk
• 2) conversation
• 3) maxims
• 4) learning of L1 maxims
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• 5) learning of L2 maxims
 Advantages of CLL in ESL
Classrooms
• CLL also emphasizes cooperation rather
than competition in learning.
• Frequency and variety in second language
practice.
• Possibility for developing and increasing
language skills
• Chance for students to act as resources for
each other.
• Freedom for teachers to develop new skills
and activities.
• Positive social attitude.
• Social support in learning.
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 • The objectives of the CLL are to develop
critical thinking skills.
Design
• The objectives of the CLL
• To develop critical thinking skills.
• To develop communicative competence
through interaction activities.

Syllabus
• CLL doesn’t assume any particular form of
language syllabus since activities can be
taught via cooperative learning.
• CLL is the systematic and carefully planned
use of group based procedures thus CLL is an
alternative to teacher-fronted teaching.

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 Types of Cooperative Learning
Informal cooperative
learning groups ensure
that students are
cognitively processing
the material being taught.

Formal cooperative
learning groups ensure that
Cooperative base groups:
students are actively part of
The primary purpose is to
the work of organizing
give members support, help,
material, explaining it,
encouragement, and
knowing the summary it,
assistance so that each can
and integrating it into
progress successfully.
conceptual structures.
8 Conference presentation
Elements of CLL

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The success of CLL is crucially dependent on
the nature and organization of group work
and thanks to the well-designed program in
which the elements of CLL are implemented
carefully, the students have a chance to
interact with each other and they are
motivated to increase each other’s learning.

So when we look at successful group-based

learning in CL we will see
• Positive Interdependence
• Group formation
• Individual accountability
• Social skills
• Structuring and structures

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Positive interdependence happens when group members realize that their success
is linked with each other. If everybody is ok in the group, the group will be
successful.
Group formation is an important factor in creating positive interdependence.
In group formation:
*size of the group, *assigning students to groups, and *students’ roles in the group
are important.
Individual accountability exists when the performance of each individual is
assessed and the results are given back to the group and the individual in order to
determine who needs more assistance, support, and encouragement in learning
Social skills determine the way students interact with each other as teammates.
Structuring and Structures refer to ways of organizing students’ interaction
The teachers can enable students different interaction ways in the group.
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 Roles
Learner’s Roles Teacher’s Roles
• Learning working cooperatively • Setting goals.
• Directing their own learning • planning ad structuring tasks.
(compilation lifelong learning)
• establishing the physical
PLAN-MONITOR-EVALUATE
arrangement of the classroom.
• in pair working learner’s roles
alternate as • assigning the students to pairs.
• tutors
• checkers
• recorders
• information sharers
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As a facilitator: Depending on the problem
evolve
• Interacts
• Gives feedback
• Teaches
• Redirecting the group
• Refocuses
• Encourage the group to solve
• Questions their own problems
• Clarifies • Extending activity
• Supports • Encourage thinking
• Expands • Managing conflict
• Celebrates • Observing students
• Empathizes • Supplying sources

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 Procedure
E.g. of carrying a cooperative writing lesson out:
1) Teacher assigns the students to pairs.
2) Students tell each other what they are planning to write. Student a listens to student B’s ideas
and they discuss it. The student A outlines B’s ideas and gives him/her its written form.
3) The same procedure reversed for student B’s ideas.
4) Students research materials for their own writings.
5) Students work together to write the introduction. This is to ensure that they have a clear start.
6) Students write their compositions individually.
7) After completing the compositions each student check his/her pair’s composition making
corrections and giving suggestions.
8) Students revise their own composition considering the pair’s corrections and suggestions.
9) Students read their pair’s composition again and sign their names to ensure that it is error
free. 14
 Conclusion

• Discussion groups, group work and pair work

are useful in all learning. These kinds of
activities are used to increase the
participation. However, such activities are not
necessarily cooperative. In CLL, these
activities 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
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classroom environment.
Thank you

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