Carla
Chamberlin – Quinlisk on their article “Cooperative
Learning as the Method and Model in Second Language Teacher Education” give
the relationships between Cooperative Learning and Collaborative Language
Learning in the following table:[1]
Cooperative
Learning
|
Collaborative
Language Learning
|
Clearly
perceived positive interdependence.
|
Requires an understanding of
how second language teaching and content area (disciplines) are intertwined;
involves ability to transcend isolation and territoriality
|
Considerable face-to face
interaction
|
Requires consistent and
frequent meetings in which teachers have opportunity to talk about teaching
in a reflective way, provide each other with feedback, develops trust,
motivation, and decision-making skills.
|
Clearly perceived individual
accountability and personal responsibility to achieve the group’s goals.
|
Participating teachers must be
accountable to each other and in doing so they move forward in their own
professional development.
|
Frequent use of the relevant
interpersonal and small-group skills
|
Effective communication is at
the heart of collaborative teaching. Participants must understand
communication styles (verbal and nonverbal), trust building, conflict
resolution, and negotiation of meaning
|
Frequent and regular group
processing of current functioning to improve the group’s future effectiveness
|
Requires consistent reflection
on the process of collaboration, collegial relationships, challenges/
strengths, and effect on student learning
|
[1] Carla Chamberlin., Cooperative
Learning as the Method and Model in Second Language Teacher Education, Journal of State University of Pennsylvania,4,
2008.
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