Running Head: COOPERATIVE LEARNING IN THE ESL CLASSROOM 1

Cooperative Learning in the ESL Classroom

Tisha Orth

Texas Woman’s University

Spring 2012

EDBE 5453

COOPERATIVE LEARNING IN THE ESL CLASSROOM 2

Abstract

According to Colorín Colorado (2007), cooperative learning is particularly beneficial for

students learning a second language, because learning activities that involve student

collaboration promote peer interaction, which helps the development of language and the

learning of concepts and content. Spencer Kagan (1995) states that language acquisition is

determined by a complex interaction of critical input, output, and context variables. Cooperative

learning has an impressive positive impact on almost all of the variables critical to language

acquisition (Kagan, 1995). This paper looks at the many benefits of incorporating cooperative

learning in the English as a Second Language (ESL) classroom. I will look at several strategies

to implement cooperative learning in the ESL classroom. I will also discuss ways to vary the

formation of learning groups to benefit English language learners (ELL), because groups should

be made up of diverse learners so that the students may learn from each other (Colorín Colorado,

2007).

COOPERATIVE LEARNING IN THE ESL CLASSROOM 3

Cooperative learning allows students to work together in groups to attain common

learning goals (Palmer, Peters, & Streetman, 2003). Because cooperative learning encourages

knowledge acquisition and fosters respect and friendships among diverse groups of students and

builds a learning community, it has been proven to be effective for all types of students including

English language learners, or ELLs (Colorín Colorado, 2007). According to Colorín Colorado

(2007), cooperative learning is particularly beneficial for students learning a second language,

because learning activities that involve student collaboration promote peer interaction, which

helps the development of language and the learning of concepts and content. According to

Echevarria and Vogt (2010), in order for ELLs to make academic progress, they need to be

“highly engaged 90-100% of the time during each lesson” (p. 9). It is my belief that cooperative

learning actively engages and empowers students in their schoolwork. The purpose of this paper

is to look at ways to incorporate cooperative learning in the ESL classroom. In the following

pages, I will look at the benefits of cooperative learning in the ESL classroom and several

strategies that can be easily implemented to be very beneficial in ESL instruction.

Benefits of the Implementation of Cooperative Learning in the ESL Classroom

Cooperative learning practices can empower students and encourage them to take greater

control over setting and achieving their own learning goals. Students are encouraged to actively

collaborate with their peers in achieving these goals (Cummins, 1991). When using cooperative

learning groups, the lessons become culture-fair in that all students are actively engaged,

expressing, sharing, and strengthening their learning experiences in the classroom. (Cummins,

1991).

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A cooperative learning environment allows for and encourages the interaction that

Echevarria and Vogt (2010) state is vitally important to the academic success of language

learners. The interaction that takes place during a cooperative learning activity allows for

student discussion and provides peer support and opportunities to practice language (Echevarria,

Vogt, & Short, 2006). In order to work cooperatively in a group, students must make themselves

understood, so they will make sure that they are using comprehensible input to communicate

with ELLs (Kagan, 1995). This works better in cooperative learning groups because the students

can adjust their communication to the small number of students in the group, rather than the

teacher trying to be sure they are providing comprehensible input for all students on all levels

(Kagan, 1995).

English language learners benefit from opportunities to practice using their emerging

English skills in numerous situations involving class content areas. According to Echevarria,

Vogt, and Short (2006), learning is more effective when students have an opportunity to

participate fully, actively discussing ideas and information rather than teachers talking and

students listening. A cooperative learning environment should be constructed in a way that

allows students to interact in their examination of the content. In cooperative learning groups,

students can practice speaking and making themselves understood by posing and answering

questions, determining meaning, and clarifying ideas. This allows time for oral rehearsal of

English while learning other content (Echevarria et al., 2006). All ELL students need to practice

speaking English. Working with peers encourages the use of meaningful language by students

rather than concentrating on correct form (Cummins, 1991). Language acquisition is fostered by

output that is functional and communicative, frequent, redundant, and consistent with the identity

of the speaker (Kagan, 1995). The output in cooperative groups is all of these. The group is

COOPERATIVE LEARNING IN THE ESL CLASSROOM 5

formed to be functional and communicative. The output is frequent, redundant and consistent

because it is coming from more than one source, but relating to the function of the group.

Students learn collaboration skills and improve communication abilities during

cooperative learning opportunities (Palmer et. al., 2003). Interaction with classmates exposes

students to the thought processes of others and can help further develop students’ own thinking

abilities (Cummins, 1991). According to Kagan (1995), language acquisition is fostered if it

occurs in a context that is supportive and motivating, communicative and referential,

developmentally appropriate, and feedback rich. Since the collaborative group is going to be

made up of peers, the context of the language will be developmentally appropriate. Being in a

smaller group, ELLs are receiving more feedback. Cooperative learning groups or teams provide

English language learners with varying language and learning style experiences within the

content classroom. ELL students can become active members of the content classroom instead of

silent observers (O'Loughlin & Haynes, 1999).

Types of Cooperative Learning for the ESL Classroom

There are many forms of cooperative learning that encourage active participation in the

elementary ESL classroom. These activities can make learning the content enjoyable for

students while they are practicing their English skills. When using a cooperative learning

strategy, the teacher must explain the academic task and the cooperative method. The teacher

must monitor and intervene when necessary to keep students on task (Yahya & Huie, 2002). In

this section, I will provide several examples of cooperative learning experiences that will enrich

an ESL classroom by encouraging English language practice through content lessons.

Round Robin

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In a round robin exercise, the teacher presents a category, such as State Capital Cities, for

discussion. Going around the classroom, students take turns naming items that fit the category

(Colorín Colorado, 2007). This activity can be modified and expanded to fit most any content

lesson. This activity could be used in smaller groups, as well, with broader topics that may

require more of an explanation rather than just naming. During this activity, ELLs are practicing

speaking and hearing English being modeled by their peers.

Roundtable

Similar to a round robin exercise, a roundtable begins with the presentation of a category,

question, concept, or problem. Small groups of students sit at tables, or a group of desks, with

one sheet of paper and a pencil. A topic is given to each group by the teacher. The group

members pass the paper around, taking turns writing their individual response. During this time,

the teacher circulates room. Echevarria et al. (2006) suggest using a roundtable with open-ended

questions or grammar practice. This activity allows for oral and written English practice.

Write Around

Write around activities are fantastic for creative writing or summarization of a lesson.

The teacher gives students a sentence starter (for example: If you give an elephant a cookie, he's

going to ask for...). Each student in the small group completes the sentence on their paper.

When they have finished their sentence, they pass their paper to the student to the right. Each

student reads the paper they received and adds a sentence. After a few rounds, several great

stories or summaries emerge. The teacher should allow time to for students to add a conclusion

to their favorite story (or to their own story) and share it with the class (Colorín Colorado, 2007).

COOPERATIVE LEARNING IN THE ESL CLASSROOM 7

Students are practicing oral and written language while completing this cooperative learning

exercise.

Numbered Heads Together

In Numbered Heads Together, the students number off in their teams from one to four.

The teacher announces a question and a time limit. The students put their heads together to

formulate an answer. The teacher calls a number and asks all students with that number to stand

and share the answer to the question. Correct responses should be praised. The class can

elaborate on answers through rich discussions (Colorín Colorado, 2007). Oral rehearsal of

English language is practiced in this exercise.

Jigsaw

The teacher can jigsaw a reading task by chunking the text into smaller, manageable

parts. Students are placed in groups of four or five. Students in each group are given numbers

(1–4 or 1–5), and they split up accordingly. All 1’s read the first section, 2’s read the second

section, and so on. These numbered expert groups then discuss their reading and share their

thoughts and ideas. The original groups then get back together and discuss the whole text. The

students share their expertise and pool information to gain knowledge of the entire reading

(Colorín Colorado, 2007; Echevarria et al., 2006). Using this method students are made

responsible for one another's learning (Johnson, Johnson, & Holubec, 1986). ELL students

practice reading and speaking in this activity. Stronger readers may help ELL students in their

group if necessary.

Tea Party

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Students form two concentric circles or two lines facing each other to complete a tea

party activity. The teacher asks a question and students discuss the answer with the student

directly across from them. After one minute, the outside circle or one line moves to the right so

that students have new partners. A second question is posed for discussion. This process can be

continued just a few more times, or longer as desired. To vary this activity, students can write

review questions for tests on index cards to review for a test and rotate asking questions of each

other using this tea party method (Colorín Colorado, 2007). The tea party method allows for oral

language practice and can be varied to include written language practice as well.

Information Gap Activities

In an information gap activity, each student in a group has only one or two pieces of the

information needed to solve a puzzle or problem. The students in the group must work together

and share information. While working in the group, the students are practicing their oral

language skills and using critical thinking skills (Echevarria et al., 2006). Students may also be

working on their reading skills during this activity.

Four Corners

Four corners is an activity that is good for introducing a new topic or chapter of study.

The teacher writes a different question or idea on four large pieces of paper that are placed in the

four corners of the room. The class is divided into 4 groups; each group has a different color

marker. The groups each move to one corner, read the paper, and a designated student begins

writing the group’s ideas on the paper. The groups then move around the room clockwise to the

next corner where they read the previous responses and add their own comments (Echevarria et

al., 2006). This cooperative learning experience provides for oral and written language practice.

COOPERATIVE LEARNING IN THE ESL CLASSROOM 9

3-Step Interview

For a 3-step interview, students are paired. The students listen to each other as they

respond to a topic question. At the end of 3 minutes (or any given time period), each pair joins

another pair of students. The students share what their partners said with the other pair. This

cooperative learning activity provides students with an opportunity to practice language

(Echevarria et al., 2006) and communication skills.

Literature circles

Literature circles are a good way for ELLs to practice reading and speaking English. To

complete this activity, the teacher has sets of four books available (or however many groups are

desired). The students choose their own book. Groups are formed based on their choice of

books. The teacher should encourage the readers to use notes, post-its, and discussion questions

to analyze their books as they read. After the students have read the books, the groups conduct a

discussion about the book. The groups can then facilitate further discussion with the whole class

as they share what they learned from their book and group discussion (Colorín Colorado, 2007).

Peer Discussion Groups

Peer discussion groups provide children with an opportunity to share stories or books

they have read and to use language in a meaningful and purposeful way (Watts-Taffe & Truscott,

2000). Learners hear the words that other students are using to describe things that they read.

Students may have different reactions to and ideals about what was read or an assignment that

was given. In a peer discussion group, other students are the language models (Watts-Taffe &

Truscott, 2000). These discussions can include demonstrations of appropriate social conventions

(turn-taking, appropriate eye contact, etc.) appropriate linguistic conventions (like building on a

COOPERATIVE LEARNING IN THE ESL CLASSROOM 10

member’s idea, challenging a member’s idea, or helping clarify a viewpoint), and ways of

maintaining the focus of the discussion (Watts-Taffe & Truscott, 2000). These groups could be

formed to discuss reactions to an assignment or current event or to discuss a book.

Other Cooperative Learning Strategies

Cooperative learning can be used in other ways in an ESL classroom to enrich the

educational experience of English language learners. The Colorín Colorado website (2007)

suggests a simple way to start cooperative learning is to begin with pairs. Two students can learn

to work cooperatively on most any assignment. For a math assignment, one student may

complete one question, while the second student acts as a coach and checks accuracy. Then the

students switch roles for the next question. When they have finished the second question, they

can repeat this process, or get with another group to compare answers. When they have agreed

on answers, they shake hands and go back to work on the next 2 problems before repeating the

process (Colorín Colorado, 2007). In my experience, almost any assignment can be modified for

a cooperative learning group!

Strategies for the Formation of Cooperative Learning Groups in the ESL Classroom

Many different strategies may be used in the formation of cooperative learning groups

that will enrich educational opportunities for ESL students. It is important to place ELLs in

different groups so that they can benefit from English language role models (Colorín Colorado,

2007). Advanced ESL students can help those peers who are less proficient in English. Native

English speakers can be paired with non-native speakers to model English language use

(O'Loughlin, 1999). Groups should be made up of diverse learners so that the students may learn

from each other (Colorín Colorado, 2007). The teacher must create learning groups that are

COOPERATIVE LEARNING IN THE ESL CLASSROOM 11

equitable so that all students can participate fully and use multiple-ability strategies (Cohen,

1998). Cohen (1998) states that the teacher needs to convince students of three things. The first

being different intellectual abilities are required in cooperative learning. Next, no one student has

all of the abilities needed to complete the task. Lastly, each member of the group will have some

of the abilities needed to complete the task (Cohen, 1998).

Echevarria et al. (2006) offer many examples of types of groupings. The whole class as a

group can be used to develop classroom community and to provide a shared experience for

everyone. Flexible small groups promote multiple perspectives and encourage collaboration.

Using pairs provides opportunities to practice, to scaffold instruction, and to give assistance

before independent practice. Heterogeneous groups offer more diversity and maintain student

interest. They can challenge students to a higher level and provide good student models. Groups

can also be formed homogeneously by language, background, interest, or ability level if the

activity warrants (Echevarria et al., 2006).

Teachers can assign each student in the group a role (such as reporter, recorder, time

keeper, and materials manager). Roles should be rotated so that students develop the skills they

most need to practice (Colorín Colorado, 2007). Rotate groups so that students are not always

working with the same group of students (Colorín Colorado, 2007). All students, including

English language learners, benefit from instruction that frequently includes a variety of grouping

configurations. Echevarria et al. (2006) suggest varying student groupings day-to-day and even

within a lesson. Moving from whole class, to partners, to small groups increases student

involvement, and varying group structures increases the likelihood that the preferred mode of

instruction for each student will be addressed (Echevarria et al., 2006).

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In order for cooperative learning groups to be most effective, it is important to establish

an effective classroom management system. Protocols that guide students to contribute, stay on

task, help each other, encourage each other, share, solve problems, and give and accept feedback

from peers (Colorín Colorado, 2007) need to be established prior to implementing a cooperative

learning activity. Colorín Colorado (2007) suggests debriefing students after completing each

cooperative learning activity in the classroom. The teacher should ask the students what they

learned from the activity. Another question to consider is how they felt working with their

teammates or partner. The students could share ways to work better together next time. The

teacher should also ask for suggestions to improve the activity for next time (Colorín Colorado,

2007).

Conclusion

Cooperative learning groups in an ESL classroom provide students with ample

opportunity to interact with their peers. Interaction is critical for English language learners to be

able to master the English language. Echevarria and Vogt (2010), suggest that ELL students

need to be actively engaged 90-100% of instructional time to realize academic success.

Cooperative learning groups are an excellent way to keep students actively involved in the

classroom. According to Krashen (1985), the fundamental principle of second language

acquisition is that people obtain a second language only if they receive comprehensible input and

their affective filter is low enough to receive it. By using cooperative learning in the ESL

classroom, students are provided comprehensible input by their peers and teacher. Cooperative

learning keeps students actively engaged, so they are interested and motivated. This can lower

their affective filter so they are more receptive to learning English (Krashen, 1985). I plan to use

cooperative learning groups extensively in my future classroom. I believe that learning groups

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are effective for all students, but that they are especially important for English language learners

because of the interaction and peer modeling of English. Listening and communicating with

many different students in many different situations (rotating groups) offers a great deal of

communication practice for ELLs.

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References

Cohen, E. (1998, September). Realizing a positive school climate: Making cooperative learning

equitable. Educational Leadership, 56(1).

Colorín Colorado (2007). Cooperative learning strategies. Retrieved from ¡Colorín Colorado!

website: http://www.colorincolorado.org/educators/content/cooperative/

Cummins, J. (1991, May). Empowering culturally and linguistically diverse students with

learning problems. ERIC EC Digest, E500. Retrieved from:

http://www.hoagiesgifted.org/eric/e500.html

Echevarria, J., Vogt, M., & Short, D. (2006). The eight components of sheltered instruction.

Adapted from Making content comprehensible for English language learners, the SIOP

Model. Austin, TX: Southwest Educational Development Laboratory.

Echevarria, J. & Vogt, M. (2010). Using the SIOP model to improve literacy

for English learners. The NERA Journal, 46(1), 9-15.

Johnson, D., Johnson R., & Holubec, E (1986). Circles of learning: Cooperation in the

classroom. Edina, MN: Interaction Book.

Kagan, S. (1995). We can talk: Cooperative learning in the elementary ESL classroom.

Elementary Education Newsletter, 17(2).

Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman

O'Loughlin, J. & Haynes, J (1999). Organizing and assessing in the content area class. Retrieved

from EverythingESL website: http://www.everythingesl.net/inservices/judith2.php

COOPERATIVE LEARNING IN THE ESL CLASSROOM 15

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.),

Emerging perspectives on learning, teaching, and technology. Retrieved from

http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning

Watts-Taffe, S. & Truscott, D. (2000). Using what we know about language and literacy

development for ESL. Language Arts, 77 (3), 258-265.

Students in the Mainstream Classroom

Yahya, N. & Huie, K. (2002, March). Reaching English language learners through cooperative

learning. The Internet TESL Journal, 8(3).