Cooperative Language Learning

Introduction
In week 5 for my language class, we were given a handout of a plethora of vocabulary that focused on ways to express personality, nationality, and the words that tend to be used for a CV. Our teacher gave us 10 minutes to go over them and then gave us a task: 20 minutes to get to know each other’s characteristics and details that we ought to have on our CVs in the target language.
For this week’s reflection I will be using Rolfe, Freshwater & Jasper’s (2001) framework model and the approach of Cooperative Language learning to reflect on my experiences in my language class; I will discuss what I believe was a critical moment and use the approaches and methods techniques that I learnt in my approaches and methods module to address the critical incident.

I observed as the class looked with horror at our daunting task but nevertheless, we attempted the herculean mission. We were grouped in twos and I, along with my language partner went over the vocabulary, trying to learn our personalities and CV details in our target language. It was then when I realized what the teacher was doing: he used the Cooperative Language Learning approach, which is a group learning activity organized so that the learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for their own learning and is motivated to increase the learning of others (Richards & Rodgers, 2001).

One might argue that this approach is unsuitable for part time language learners who study once a week and are only in their 5th week, however, upon reflection I do see the utility in the approach. Leaving us to our own devices with one sheet of vocabulary forces the group to play around with the words to form sentences, we were forced to interact with one another, correct each other’s grammar and pronunciation and as a result learn from one another’s mistake and teach each other. We were no longer being instructed in a formal manner and forced to repeat words after the teacher, but we were now given the autonomy for 20 minutes to teach each other and come up with 5 sentences each to present to the class. In addition, this approach saw the atmosphere of the class change. We were slightly disengaged and shy to communicate in the target language, but compelling the students learn new vocabulary for 20minutes and produce a presentation necessitated collaboration and pushed us out of our comfort zone. We were no longer conscious of the new classroom environment but now, we had a mission to keep us motivated.

I personally saw this as an opportunity to take the initiative and play the role of the teacher in my group, as I am after all, learning to become a Language Teacher, albeit an English teacher but nevertheless a teacher. Upon further reflection I saw this approach as good strategy to get shy learners who prefer working alone to get out of their comfort zone and be forced to interact with each other. Working toward a shared goal. The CLL approach forces students to vie with one another in excellence, encouraging each other to learn new vocabulary and how to implement the new material. It’s an approach I will certainly utilize in the future, especially when dealing with a classroom that’s disengaged with the material and/or their peers.

Conclusion
In conclusion, this week’s class exposed me to a different kind of approach that forced the students to work with each other, I saw first-hand the transformation of a classroom because of a different approach. There are many approaches to teaching languages but employing the CLL pushes students to learn and teach other, it’s no longer the sole responsibility of the teacher to ensure class activity and learning. The students now too share in the affair.

References:
Richards, J.C. and Rodgers, T.S. (2001). Approaches and Methods in language teaching. Cambridge (Ingalterra) Cambridge University Press.

Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical reflection for nursing and the helping
professions: A user’s guide. Basingstoke: Palgrave.