The benefits of cooperative learning arrangements in second language instruction

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

This paper identifies some of the advantages that cooperative learning arrangements offer in second language and bilingual instruction. There are six main benefits (two linguistic, two curricular and two social): (1) increased frequency and variety of second language practice through different types of interaction; (2) possibility for development or use of the first language in ways that support cognitive development and increased second language skills; (3) opportunities to integrate language with content instruction; (4) inclusion of a greater variety of curricular materials to stimulate language use as well as concept learning; (5) freedom for language teachers to master new professional skills, particularly those emphasizing communication; and (6) opportunities for students to act as resources for each other and, thus, assume a more active role in learning. Pertinent empirical findings from various settings of linguistic diversity are presented and theoretical foundations summarized to show the promise of cooperative approaches for improving both student learning and pedagogical methods in the second language classroom.

Original languageEnglish (US)
Pages (from-to)127-143
Number of pages17
JournalNABE Journal
Volume13
Issue number2
DOIs
StatePublished - 1989

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language instruction
cooperative learning
language
bilingual instruction
learning
linguistics
cognitive development
Arrangement
Second Language Instruction
Cooperative Learning
Language
student
inclusion
instruction
classroom
communication
teacher
interaction
resources

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

The benefits of cooperative learning arrangements in second language instruction. / McGroarty, Mary E.

In: NABE Journal, Vol. 13, No. 2, 1989, p. 127-143.

Research output: Contribution to journalArticle

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