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Jacobs, G. M., & Goh, C. M. C. (2007). Cooperative learning in the language classroom. Singapore: SEAMEO Regional Language Centre. The brief book consists of seven chapters. Chapter 1 begins by looking at various reasons for the use of group activities in second language education. Next, the chapter explains that cooperative learning is more than just asking students to work together in groups; it is the thoughtful planning of group activities in order to increase their success. Chapter 2 examines one aspect of thoughtfully planned group activities: how to form the groups. Suggestions are made for doing teambuilding activities in order to help these diverse group members feel comfortable working with one another. Chapter 3 is the most important chapter in the book. It deals with how to plan group activities. For example, the chapter makes the simple, yet often ignored, point that teachers need to give groups doable tasks, ones that are within their ability. For cooperative learning to do well, students need to develop the ability and the desire to collaborate with others. That is the focus of Chapter 4. For instance, the chapter’s opening section provides ideas on how to teach cooperative skills, such as checking that others understand. The chapter also suggests that teachers encourage groups to rely on themselves instead of the teacher. Chapter 5 makes suggestions on the teachers’ roles in cooperative learning, such as ideas for giving instructions and for how teachers can cooperate with each other. Assessment can be a thorny issue when students do cooperative learning. Chapter 6 addresses this topic. The book’s final chapter, Chapter 7, addresses four oft-heard concerns about CL use: the noise level might go too high when students are interacting during cooperative learning, students might learn each other’s errors, some students and others might feel that teachers who use cooperative learning are lazy teachers, and students might use their first language too much when working together. |
