Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom

León, Janeth Juliana Contreras; Castro, Claudia Marcela Chapetón

doi:10.19183/how.23.2.321

Cited by 11 publications

(10 citation statements)

References 8 publications

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“…Even if the classroom management strategies helped with listening during certain activities, and lessened violent interactions, they continued to be recurrent during the time I carried out the action plan. This contrasts with the experience of Contreras and Chapetón (2016), where they were able to foster students' interaction and cooperative learning from a critical dialogical perspective by challenging traditional teaching practices.…”

Section: Swimming Upstream: Keeping Relationships Among Learners Unto...mentioning

confidence: 87%

“…By doing so, dialogic action allows the oppressed to emancipate themselves through trust, cooperation for transformation, union for liberation, organization, and systematic and deliberate action (Freire, 2018). Dialogic action allows overcoming the oppressive forces of antidialogical action that prevent the humanization of peoples, by neglecting their right to use the word to construct their own realities, and dividing oppressed peoples through individualism, manipulation, and cultural invasion (Contreras & Chapetón, 2016;Contreras & Chapetón, 2017;Echeverri & Pérez, 2014).…”

Section: Dialogic Action: Communication For Transformationmentioning

confidence: 99%

“…Other studies have concentrated on how critical pedagogy could promote not only the acquisition of linguistic repertoires but also dialogue, collaboration, and reflection in the English language class (Contreras & Chapetón, 2016;Contreras & Chapetón, 2017;Echeverri & Pérez, 2014). For instance, in a collaborative action research project, Ortega (2018) describes the implementation of lessons that addressed bullying and violence at the school.…”

Section: Introductionmentioning

confidence: 99%

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Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

Gómez-Giraldo

2022

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This action research study sought to foster dialogic action through the expansion of English language learners’ communicative repertoires in a 6th-grade class at a public school in a Colombian town. During the first action research cycle, the restricted concept of communication of the grammar-based syllabus and the competitive and violent interactions between the learners were identified as key issues to address. From a critical perspective of pedagogy and literacy, this study understands that communication in language education should transcend the use of a standard target language, and include multiple linguistic codes and multimodal representative forms. Considering these principles and the issues identified, we designed an action plan for the second action research cycle. This plan consisted of activities that sought to expand English language learners’ communicative repertoires and promote reflections on violence and conflict resolution through the analysis and creation of different visual representations. Data were collected through journal entries, semi-structured interviews, and students’ artifacts. Findings show how the learners have a diverse and differentiated access to communicative repertoires and how they manipulated available representations to transform meanings. As a conclusion, not enough evidence of the emergence of dialogic action was found since competitiveness and violent interactions in the classroom did not significantly change during the intervention. Nonetheless, embracing the learners’ communicative practices created spaces for reflection on complex social and moral topics in the classroom, even if their English linguistic resources were still limited.

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Section: Swimming Upstream: Keeping Relationships Among Learners Unto...mentioning

confidence: 87%

Section: Dialogic Action: Communication For Transformationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

Gómez-Giraldo

2022

HOW

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“…In Colombia, social justice as a concept has not been discussed directly but has permeated in different forms such as cooperative learning to foster dialogue and reflection (Contreras & Chapetón, 2016), learning for personal growth and social awareness (Parga, 2011), learning to address aggressive behavior (Castellanos, 2002), learning to establish personal connections while creating argumentative essays (Chapeton & Chala, 2013), and learning to encourage critical participation using songs in the efl classroom (Palacios & Chapetón, 2014).…”

Section: Language Instruction For Social Justice-oriented Pedagogymentioning

confidence: 99%

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Ortega

2020

Íkala

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This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.

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“…There are difficulties to creating positive communication apparatuses that are successful enough to cultivate agreeable understudy work. Social collaboration is an essential piece of instructing the learning measure at any school (Contreras León & Chapetón Castro, 2016).…”

Section: Introductionmentioning

confidence: 99%

Effect of Collaborative Learning on the Academic Achievements of Post-Graduate Students at University of Agriculture Faisalabad

Azam

Hina

2023

ojs

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Higher education plays an important role in human life by creating new information, transferring it to students and bringing up revolution. Standards of teaching are very important for academic achievements of students in higher education. Bringing up the standard of teaching requires advanced learning organizations to ensure that the education they offer meets to the students’ desires both today and for the next. Collaborative learning is an instructional way of learning and teaching in which a group of students cooperate to tackle an issue, accomplish a piece of work, and generate new thoughts. In the condition of collaborative learning, socially and spiritually characteristics are tested as they hear alternative points of view, and are required to verbalize and protect their thoughts. In this manner, students start to generate their own theoretical ideas and do not depend on specialists and books structure. Despite of the effectiveness of collaborative learning in teaching leaning process a very limited research work is organized to highlight the obstacles that effect collaborative learning manipulation for projection of related to its for reaching influences of the collaborative learning. In collaborative learning, the students have an opportunity to speak with companions, generate their own thoughts, share believes and other structure. The study entitled “Effect of collaborative learning on the academic achievements of post-graduate students” was conducted at University of Agriculture Faisalabad. The post graduate students of faculty of education were the target population of this study. The total students of M.Sc. education (2nd and 4th) semesters were 160. The sample size of 113 students was selected by using online software www.surveysystem.com with confidence interval five percent and confidence level ninety-five percent. Simple random sampling technique was used for sample selection. For data collection, a well-developed questionnaire was used for this study. For analyzing the data collection, SPSS (Statistical Package for Social Sciences) was used. The result indicated major facilitating factors and inhabiting factors . The facilitating factors were using A.V aids in classroom, each member of group participate with preparation, and relaxed environment. Inhabiting factors were competition, diverse personality of members, and no-weightage of group members’ effort.

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Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom

Cited by 11 publications

References 8 publications

Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

Promoting Dialogic Action through the Expansion of English Language Learners’ Communicative Repertoires

Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom

Effect of Collaborative Learning on the Academic Achievements of Post-Graduate Students at University of Agriculture Faisalabad

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