Developing Cooperative Learning through Tasks in Content and Language Integrated Learning

Authors

  • María del Carmen Ramos Ordoñez
  • Victor Pavón Vázquez University of Córdoba (Spain)

DOI:

https://doi.org/10.17583/remie.2015.1429

Keywords:

bilingual education, CLIL, language learning, cooperative learning, task-based learning

Abstract

This article presents the results of a study on teachers’ perceptions regarding specific work with tasks in the CLIL (Content and Language Integrated Learning) classroom, a context where academic content and a foreign language are learnt simultaneously. A questionnaire consisting of closed and open questions was administered to 25 teachers working in a school participating in an innovative project based on the implementation of tasks used as an instrument to promote cooperative learning. Following an interdisciplinary approach, the teachers worked in collaboration to design tasks that were organised and linked around a common topic. These crosscurricular themes were selected in the different subjects with the objective of making students work towards a common final goal through several developmental stages. The results of the study show that the teachers are concerned about the methodological difficulties that the use of tasks entail, about their own ability to cope with them, and about the problems that they encounter to collaborate. However, the teachers also value the benefits of this strategy in terms of achievement of learning objectives, and display a high degree of motivation to continue working with this model.

References

Allwright, R. & Bailey. K.M. (1991). Focus on the Language Classroom. Cambridge: Cambridge University Press.

Berton, G. (2008). “Tasks, Learning Activities and Oral Production Skills in CLIL Classrooms”. In M. Coonan (Ed.), CLIL e l’Appredimento delle Lingue. Le Sfide del Nuovo Ambiente di Apprendimento (pp. 143-151). Venezia: University Ca’ Foscari, Venezia.

Bonnet. A. (2012). “Language, Content and Interaction: How to Make CLIL Classroom Work”. In D. Marsh, O. Meyer (Eds.), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL (pp. 172-189). Eichstätt: Eichstätt Academic Press,

Casal, S. (2008). “Cooperative Learning in CLIL Contexts: Ways to Improve Students’ Competences in the Foreign Language Classroom”. Paper presented in the IAIE Conference Cooperative Learning in Multicultural Societies: Critical Reflections. Turin. Retrieved from: http://soniacasal.wordpress.com/2008/10/18/cooperative-learning-in-clil-contexts-ways-to-improve-students-competences-in-the-foreign-language-classroom/

Consejería de Educación de la Junta de Andalucía (2005). Plan de Fomento del Plurilingüismo [Plan to Promote Plurilingualism]. Seville: Junta de Andalucía. Retrieved from: http://www.juntadeandalucia.es/averroes/plurilinguismo/

Coonan, C.M. (2012). “Affect and Motivation in CLIL. In D. Marsh and O. Meyer (Eds.), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL (pp. 52-659. Eichstätt: Eichstätt Academic Press.

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, and Assessment. Cambridge: Cambridge University Press.

Coyle, D., Hood, P. & Marsh, D. (2010). CLIL Content and Language Learning. Cambridge: Cambridge University Press.

Dalton-Puffer, D., Nikula, T. & Smit, U. (2010). “Language Use and Language Learning in CLIL: Current Findings and Contentious Issues. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language Use and Language Learning in CLIL (pp. 279-291). Amsterdan: John Benjamins.

Dalton-Puffer, C., Llinares, A., Lorenzo, F. & Nikula, T. (2014). “You Can Stand Under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee and Gorter (2013). Applied Linguistics, 35(2), 213-218.

Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1996). “The Evolution of Research on Collaborative Learning”. In E. Spada & P. Reiman (Eds.), Learning in Humans and Machine: Towards an Interdisciplinary Learning Science (pp. 189–211). Oxford: Elsevier.

Dörnyei, Z. (1997). “Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation”. The Modern Language Journal, 81(4), 482-493.

Escobar, C. & Sánchez, A. (2009). “Language Learning Through Tasks in a Content and Language Learning (CLIL) Science Classroom”, Porta Linguarum, 11, 65-83.

Estaire, S. & Zanon, J. (1994). Planning Classwork: a Task-based Approach. England: Heinemann.

Eurydice (2006). Content and Language Learning (CLIL) at School in Europe. Brussels: European Commission.

Gillies. R. (2007). Cooperative Learning: Integrating Theory and Practice. Los Angeles, CA.: Sage.

de Graaf, R., Koopman, G.J., Anikina, Y. & Westhoff, G. (2007). “An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)”. The International Journal of Bilingual Education and Bilingualism, 10(5), 603–624.

Guazzieri, A.V. (2008). “Oral Interaction in CLIL Student-led Cooperative Group Work”. In C.M. Coonan (Ed.), CLIL e l’Appredimento delle Lingue. Le Sfide del Nuovo Ambiente di Apprendimento (pp. 79-1039. Venezia: University Ca’ Foscari, Venezia.

Heras, A. & Lasagabaster, D. (2015). “The Impact of CLIL on Affective Factors and Vocabulary Learning”. Language Teaching Research, 19(1), 70-88.

Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Co.

Kagan, S. (1985). Cooperative Learning. Resources for Teachers. Riverside, CA: University of California.

Kagan, S. (1995). We Can talk: Cooperative Learning in the Elementary ESL Classroom. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Kozar, O. (2010). “Towards Better Group Work: Seeing the Difference between Cooperation and Collaboration”. English Teaching Forum, 2, 16-23.

Long, M. & Porter, P. (1985). “Group Work, Interlanguage Talk, and Second Language Acquisition”. TESOL Quarterly, 19, 207-28.

Markham, T. (2011). “Project Based Learning”. Teacher Librarian, 39(2), 38-42.

McCafferty, S.G., Jacobs, G.M. & Iddings, A.C. (2006). Cooperative Learning and Second Language Teaching. Cambridge: Cambridge University Press.

McInnerney, J.M. & Roberts, T.S. (2004). “Collaborative or Cooperative Learning?” In T.S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 203-14). Hershey, PA: Information Science Publishing.

McWhaw, K., Schnackenberg, H., Schlater, J. & Abrami P.C. (2003), “From Cooperation to Collaboration: Helping Students Become Collaborative Learners”. In R. Gillies, A. Ashman, (Eds.), The Social and Intellectual Outcomes of Learning in Groups (pp. 69-86). London: Routledge Falmer.

Marsh, D. (2013). The CLIL Trajectory: Educational Innovation for the 21th Century iGeneration. Córdoba: University of Cordoba Academic Press.

Meyer, O. (2010). “Towards Quality-CLIL: Successful Planning and Teaching Strategies”, Puls, 33, 11-29.

Navés, T. & Muñoz, C. (2000). “Usar las lenguas para aprender y aprender a usar las lenguas extranjeras. Una introducción al AICLE para madres, padres y jóvenes”. In D. Marsh & G. Langé (Eds.), Using Languages to Learn and Learning to Use Language (pp. 1-16). Jyväskylá: UniCOM, University of Jyväskylä on behalf of TIE-CLIL. Part 3.

Pastor, M.R. (2011). “CLIL and Cooperative Learning”, Encuentro, 20, 109-118.

Pavón, V. & Ellison, M. (2013). “Examining Teacher Roles and Competences in Content and Language Learning (CLIL)”, Linguarum Arena, 4, 65-78.

Pavón, V., Ávila, F.J., Espejo, R. & Gallego, A. (2014). “Strategic and Organisational Decisions in Planning CLIL: a Study on the Collaboration Between Content and Language Teachers”. International Journal of Bilingual Education and. Bilingualism, advance access. DOI: 10.1080/13670050.2014.909774.

Pavón, V., Prieto, M. & Ávila, J. (2015). “Perceptions of Teachers and Students of the Promotion of Interaction and Cooperative Learning Through Task-based Activities in CLIL”. Porta Linguarum, 23, 75-91.

Pena, C. & Porto, M.D. (2007). “Teacher Beliefs in a CLIL Education Project”. Porta Linguarum, 10, 151-161.

Pérez-Cañado, M.L. (2014). “Teacher Training Needs for Bilingual Education: In-service Teacher Perceptions”, International Journal of Bilingual Education and Bilingualism, advance access. DOI: 10.1080/13670050.2014.980778.

Pica, T., Lincoln-Porter, F., Paninos, D. & Linell, J. (1996). “Language Learners Interaction: How Does it Address the Input, Output, and Feed-back Needs of L2 Learners”. TESOL Quaterly, 30(1), 59 – 84.

Poisel. E. (2012). “Competence Development Through Task-based Learning”. In D. Marsh & O. Meyer (Eds.), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL (pp. 251-263). Eichstätt: Eichstätt Academic Press.

Roberts, T.S. & McInnerney, J.M. (2007). “Seven Problems of Online Group Learning (and Their Solutions)”. Educational Technology & Society, 10(4), 257-268.

Roschelle, J. & Teasley, S. (1995). “The Construction of Shared Knowledge in Collaborative Problem Solving”. In C.E. O´Malley (Ed.), Computer supported collaborative learning (pp. 69-67). Heidelberg: Springer-Verlag.

Segovia, I., Lupiáñez, J.L., Molina, M., González, F., Miñán, A. & Real, I. (2010). “The Conception and Role of Interdisciplinarity in the Spanish Education System”. Issues in Integrative Studies, 28, 138-69.

Seliger, H.W. & Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.

Skehan, P. (1998). Task-based Instruction. Cambridge: Cambridge University Press.

Slavin, R.E. (1995). Cooperative Learning: Theory, Research, and Practice. 2nd ed. Boston: Allyn and Bacon.

Smith, K.A. (1995). “Cooperative Learning: Effective Teamwork for Engineering Classrooms”. Paper presented at the annual ASEE/IEEE Frontiers in Education Conference, Atlanta. Retrieved from: http://fie-conference.org/fie95/2b5/2b54/2b54.htm

Willis, J. (1996). A Theoretical Framework for Task-Based Learning. Harlow: Longman.

Willis, J. & Willis, D. (1996). Challenge and Change in Language Teaching. Oxford: Heinemann.

Willis, J. & Willis, D. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.

Downloads

Published

2015-06-15

How to Cite

Ramos Ordoñez, M. del C., & Pavón Vázquez, V. (2015). Developing Cooperative Learning through Tasks in Content and Language Integrated Learning. Multidisciplinary Journal of Educational Research, 5(2), 136–166. https://doi.org/10.17583/remie.2015.1429

Issue

Section

Articles