Cooperative Learning Tasks in a Grade 6 Intensive English as a Second Language Class: Turn-Taking and Degree of Participation

Autor/inn/en	Gagné, Nathalie; Parks, Susan
Titel	Cooperative Learning Tasks in a Grade 6 Intensive English as a Second Language Class: Turn-Taking and Degree of Participation
Quelle	In: Language Learning Journal, 44 (2016) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.751120
Schlagwörter	Foreign Countries; Cooperative Learning; Intensive Language Courses; English (Second Language); Grade 6; Student Participation; Second Language Instruction; Elementary School Students; FLES; Observation; Semi Structured Interviews; Elementary School Teachers; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Intensivkurs; Sprachkurs; English as second language; English; Second Language; Englisch als Zweitsprache; School year 06; 6. Schuljahr; Schuljahr 06; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fremdsprachenunterricht; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Kanada
Abstract	With respect to cooperative learning, one aspect of particular interest to educators is its inclusive nature in terms of ensuring that all team members in group work are more or less equally involved in the task. Despite the inherent relevance for second language teaching, however, research is scant. To contribute to this area, the present study investigated the participation patterns of two heterogeneous groups of Grade 6 students in an intensive English as a second language (ESL) class in a Quebec school as they engaged in cooperative learning tasks. Results revealed that participation in tasks as measured by turn-taking was equally distributed amongst participants whose groups included learners of high, average and low proficiency. Results also showed that the ESL learners rarely resorted to French and thus appeared to be maximising opportunities to use the target language. Implications for classroom practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01