Bridging Inequality: Cooperative Learning through Literature in Two Vulnerable Schools in Santiago

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: [email protected]; Web site: https://revistas.unal.edu.co/index.php/profile/

Y

15

Equal Education; Cooperative Learning; Literature; Disadvantaged Schools; Foreign Countries; English (Second Language); Second Language Instruction; Teaching Methods; Individual Development; Learning Strategies; Instructional Effectiveness; Secondary School Students; Student Attitudes; Adolescents

1657-0790

This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students' performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners' learning strategies and personal growth.

As Provided

2020

EJ1259689