For many teachers, the purpose of education is broader than building expertise in a particular subject or field. Of course, they want to impart knowledge and to see their students achieve their learning objectives. But giving them broader skills for life remains a key motivator.
For language educators looking for innovative language teaching approaches to do this, Cooperative Language Learning (CLL) stands out as one potential pedagogical methodology. Importantly, CLL has gained widespread recognition for its effectiveness in fostering language acquisition.
This blog post looks at the CLL approach in detail. It also reviews its extensive research background and provides a number of suggestions for its use and assessment in language classrooms globally. The approach’s relevance for teaching key 21st Century skills is also outlined.
What is the CLL method of language teaching?
At its core, Cooperative Language Learning (CLL) is a pedagogical approach that emphasises interaction, collaboration and mutual learning as the cornerstones of effective language acquisition. As such, the approach recognizes that language learning is not about the passive acquisition of rules and structures, but is rather an active process involving genuine engagement with other people.
To successfully use CLL in language classrooms, therefore, language teachers must prioritise the creation of a collaborative learning environment. Without this, learners will not be able to engage in meaningful interactions, negotiate meaning and provide peer feedback – all of which are crucial aspects of this pedagogical approach.
CLL is grounded in research and learning theory
CLL’s emphasis on interaction is closely aligned with the fundamental principles of social constructivism, a learning theory that argues that individuals are active participants in the creation of their own knowledge (Schreiber & Valle, 2013). Developed by psychologist Lev Vygotsky, the theory suggests that learning takes place primarily in social and cultural settings. Thus for language acquisition, students should learn primarily through meaningful interactions with their peers, teachers, parents and native speakers.
One of the key elements of Vygotsky’s theory is the zone of proximal development (ZPD), which emphasises the role of the teacher in an individual’s learning. According to his work, individuals can learn more effectively when working with peers and educators, who possess slightly higher levels of knowledge and expertise.
In CLL settings, learners can therefore leverage the knowledge and skills of others to scaffold their own learning, fostering deeper understanding and enhanced language proficiency.
Building on this thinking, Krashen’s input hypothesis suggests that language learners benefit from being in their ZPD, where they are exposed to language that is slightly beyond their current level but within their reach with scaffolding or support. He argues that learners can still progress by inferring meaning from context to gradually expand their linguistic repertoire.
Again CLL provides an ideal setting for learners to receive such comprehensible input while actively engaging in meaningful interactions. This helps facilitate highly effective language acquisition.
By combining the principles of both social constructivism and the input hypothesis, CLL offers a unique approach to language learning – one that transforms language learning from a passive and isolated process into an engaging, collaborative, and effective endeavour.
How can I develop cooperative activities in my language classroom?
Prioritising the CLL language teaching approach opens up a wide range of opportunities to use engaging and interactive activities in language instruction. Such activities can be designed to work with different learning preferences and proficiency levels, catering to the needs of both beginner and advanced learners. Some of the most effective activities that use the CLL approach include the following.
- Paired dialogues provide a simple yet effective way for learners to practise conversational skills. These dialogues can be structured around a specific topic or theme, allowing learners to practise grammar, vocabulary, and pronunciation.
- Round-robin activities involve rotating roles or tasks among members of a group. These activities promote active participation, peer feedback, and the development of teamwork skills.
- Jigsaw activities involve dividing learners into several groups, each responsible for learning a specific part of the material. The groups then come together to share their knowledge, creating a comprehensive understanding of the topic.
- As an extension activity, students could then work together to build a presentation to share arguments / insights with peers or an external audience.
Scaffolding for CLL success
Effective implementation of CLL requires the careful consideration and use of scaffolding techniques. Scaffolding involves educators providing learners with the necessary support and guidance to succeed in collaborative tasks. Effective scaffolding techniques include:
- Give clear and concise instructions for each cooperative activity, ensuring that learners understand the objectives and expectations.
- Model effective language use by demonstrating how to participate in discussions, provide peer feedback, and negotiate meaning.
- Provide prompts or cues to learners who may need additional support, such as suggesting vocabulary or phrases.
- Actively monitor group dynamics, ensuring that all members are engaged and participating productively.
A new approach to assessment is required
One of the most common reasons why teachers do not pursue CLL methodologies is because they require a different approach to assessment. Consideration needs to be given to students’ contribution to the group rather than just on their individual knowledge or skill. This should also be captured in the feedback provided to learners.
Some common alternative assessment methods that could be used include:
- Rubrics are scoring guides that clearly define the expectations for each aspect of a collaborative task. Rubrics can be adjusted to allow teachers to assess both individual and group performance.
- Students’ portfolios provide a collection of learners’ work over time, showcasing their progress and development in CLL activities.
- Peer evaluations allow learners to assess their peers’ contributions to collaborative tasks. They help foster critical thinking and communication skills, as well as giving students an understanding of how their work is perceived by others.
- Self-assessment encourages students to reflect on their own learning and identify areas for improvement. This can be valuable for promoting metacognition and lifelong learning skills.
Underpinned by a strong research base, CLL has rightly emerged as a popular pedagogical approach in language teaching. One with the power to transform your language teaching, given its ability to develop enhanced communication skills and drive more effective language acquisition.
More broadly the approach focuses on developing four core skills that students need to fully participate in today’s global community: Communication, Collaboration, Critical Thinking and Creativity. So let’s use CLL to help our students achieve their full potential in the language classroom and beyond!
Sanako is the global-leader in teacher-led language instruction technology. Our software supports language teachers to deliver inspiring and effective lessons, whatever teaching approach you favour in your language classrooms. If you’d like to find out more about how Sanako’s dedicated language teaching software could transform your approach to language teaching, click here or the banner below to learn more.
