This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.
This article is a report of a pedagogical intervention which was developed with a group of seventh graders during their English as a foreign language class in a public school in Bogotá. It is part of an investigation in which the main purpose was to foster students' classroom interaction through the use of cooperative learning principles from a dialogical perspective that focused on social aspects of students' school lives. Thus, the instructional design incorporated a methodology that focused on the students' realities and provided opportunities for dialogue, cooperation, and reflection. From a pedagogical perspective, this experience promoted changes in the classroom practices allowing a new vision of group work, encouraging personal growth and social awareness among participants. Este artículo es un reporte de una intervención pedagógica que se desarrolló con un grupo de estudiantes de séptimo grado durante sus clases de inglés como lengua extranjera, en una escuela pública de Bogotá. Esta experiencia es parte de una investigación en la que el objetivo principal era fomentar la interacción en el aula a través del uso de aprendizaje cooperativo desde una perspectiva dialógica, que se centró en los aspectos sociales de la vida escolar de los participantes. Por lo tanto, el diseño instruccional incorporó una metodología enfocada en la realidad escolar y brindó oportunidades para el diálogo, la cooperación y la reflexión. Desde una perspectiva pedagógica, esta experiencia promovió cambios en las prácticas de aula que permitieron una nueva visión del trabajo en grupo, fomentando el crecimiento personal y la conciencia social entre los participantes.Palabras clave: aprendizaje cooperativo, aula como realidad social, inglés como lengua extranjera, pedagogía crítica.
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