Promoting Language Proficiency and Academic Achievement Through Cooperation

KARLA D. INOCENCION,

Cooperative learning is an instructional strategy that provides the social structure for learners to work cooperatively in groups. Although it was developed for use with native English speakers, cooperative learning has been found to be effective for promoting the academic achievement, language acquisition, and social development of English language learners.

Schools must strive to integrate effective practices in literacy education, an empirically based cooperative learning model, and a classroom management model to help teachers develop the English language proficiency of their students. The cooperative learning model must make use of the Cooperative Integrated Reading Composition (CIRC). CIRC consists of instructional practices that develop social, academic, and communication skills. It was selected for the following reasons: 1) It integrates oral language development, reading, and writing through all phases of instruction; 2) It enables bilingual teachers to manage their English, primary language, and transitional literacy activities effectively; 3) It develops critical thinking and social skills; 4) It develops self-esteem and self confidence ; 5) It uses children’s literature in two languages and variety of text genres, including student publications and reading texts; 6) It helps student appreciate and become proficient in their primary language while developing proficiency in English: and 7) It provides teaching and learning environment in which the subject matter is not watered down, and higher order discourse and thinking are the norm.

Teachers must group students by ability and use more traditional reading instruction approaches such as round robin, oral reading, simple cooperative activities, and workbook practice. They will conduct English as a second language (ESL) instruction as a separate 30-minute block using packed curriculum.

This program is based on the premise that the more familiar readers are with the content and language of a reading selection, the easier it is for them to understand it. To build familiarity content, it is necessary not only to fill information gabs but also to minimize cultural and vocabulary gaps.

Team building is often incorporated into background building activities. Before reading a story about a hummingbird for example, students work in teams to develop posters on birds. This activity generates discussion around the topic of birds and builds cognitive and factual knowledge base around the upcoming reading selection. At the same time learning becomes a cooperative, highly interactive venture. This creates a positive learning environment in which students value each other’s contribution and work in teams. It also builds unity and appreciation, contextualizes the selection, and identifies content and language that may ne new to the students. The secure and supportive environment also motivates students to take risks.

All the selections in a teaching unit related to the same theme. The vocabulary and concepts developed for one selection become background knowledge for the next selection. This thematic approach also facilitates the learning of key concepts and vocabulary. Themes allow students to associate words with a topic and make connections between words.

Vocabulary development familiarizes students with the words, idioms, and grammatical constructions of the selection before they read it. This includes posting and reviewing ESL definitions of new vocabulary. The new words are also written in sentences and posted for the students throughout the week.

During shared reading, the teacher reads a story aloud as students follow the text in the big book or in their own copies. As the teacher reads aloud, students hear the flow, rhyme, and rhythm of the language and make connections between the written and oral forms. This step includes modelling, paraphrasing, restating, gesturing, acting out, and questioning as well as strategies for decoding and comprehension, such as think aloud, self-correction, and rereading. Later, students mimic and practice, in small groups, the pronunciation of the words and the rhythm and structure of the text.

Another strategy used is done by making students sit in pairs and take turns reading stories aloud.

Through partner reading.

ESL students learn to assist each other with the pronunciation and decoding of words. As students work through the text, a helping bond develops between them. Reading aloud becomes enjoyable and interactive experience that help students develop fluency and confidence in their ability to read.

Another important aspect of partner reading is modeling. Teachers first role-play partner reading with several students. Next, students role-play reading in pairs, while the teacher provides guidance and feedback on the helping strategies. The emphasis is on developing strategies for helping one’s partner read fluently.

Using story map, the students work in a small group to map out the names or attributes of the characters, the setting, the main events, and the ending of a selection. Story mapping engages students in a variety of mental processes as they discuss and organize the story. It helps students better understand and remember the events in the story and learn to use story maps for other reading and for writing.

Perhaps one of the most important outcomes of the project was the creation of a better learning environment for the students learning English. The development of interactive skills also fostered the development of the social and helping skills.

Students learned to value each other and to concentrate on positive relationships. Guided interaction around meaningful and interesting tasks and interesting reading actions helped even the most reluctant learners become actively engaged in learning.

For students learning English, CIRC offers language experiences that integrate speaking, listening, reading, and writing. The activities are meaningful, relevant, and interesting, and tap into students’linguistic and cultural backgrounds.

The extensive interaction involved in activities help students develop fluency in English and Filipino.

The teaching strategies used allow students to tackle increasingly complex material, build their vocabulary, and gain confidence and independence in reading. Students also learn that they are active participants in helping others learn, and that their ideas are valued and encouraged.

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THE AUTHOR IS TEACHER III AT SUIZO BLISS ELEMENTARY SCHOOL