Cooperative language learning
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Date
2020-12-17
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue afirmando que el aprendizaje cooperativo acelera
adquisición del lenguaje y para apoyar esta afirmación, comparto un experimento para explicar por qué
El aprendizaje cooperativo acelera el aprendizaje de idiomas.
Hace años, Liz Cohen realizó un experimento en Stanford, sus asociados en
en el que los estudiantes trabajaron juntos en un proyecto de ciencias utilizando el aprendizaje cooperativo en
su principal interés era si aceleraba los logros en ciencias, pero ella tenía
Estudiantes con dominio limitado del inglés emparejados en equipos con estudiantes con dominio del inglés
Luego como una especie de suspiro también miden la Adquisición del Lenguaje y fueron
sorprendido porque cuando llegaron los resultados, como siempre, el aprendizaje cooperativo lo hizo mejor
que tradicional en cuanto a la adquisición de la ciencia, pero lo que les sorprendió fue la gran
las puntuaciones equivalentes en adquisición del lenguaje fueron en realidad mayores que las de ciencias y los estudiantes
no tenían instrucción en el idioma, por lo que los niños estaban aprendiendo el idioma inglés sin ser
enseñó inglés debido al aprendizaje cooperativo.
El aprendizaje cooperativo acelera la adquisición del lenguaje porque hay tres
principios importantes:
Contexto: Cuando estamos frente a una entrevista o examen realmente importante, nos sentimos
bajo presión, cuando nos sentimos estresados, nuestro fuego cerebral envía un impulso inhibidor al
corteza prefrontal y la apaga, lo mismo sucede cuando no tenemos en cuenta la
sentimiento y emoción de cada estudiante, así que en lugar de llamar frente a todos los estudiantes, permítales
trabajar en grupo reducido sintiéndose confiados y cómodos para interactuar.
Entrada: los estudiantes interactuarán usando frases cortas o comandos para comunicarse con
compañeros, de esa manera, contextualizan lo que dicen, por ejemplo si alguien dice “me gusta”
no entiendo, pero si la persona dice como, mientras señala un libro, es fácil
entender, debido a la entrada comprensible.
Salida: En un salón de clases tradicional de 30 minutos, el maestro llama a los estudiantes uno a la vez.
uno a la vez para responder a las preguntas del docente por otro lado, en cada grupo al menos uno
estudiante está hablando por lo que si hay 4 grupos, hay 4 estudiantes en el salón de clases hablando en
Al mismo tiempo, al trabajar en equipos reducidos los estudiantes tienen más oportunidades de expresar,
y participar activamente utilizando el lenguaje.
The objective of this research work was affirming that cooperative learning accelerates language acquisition and to support this affirmation, I share an experiment to explain why cooperative learning accelerates language learning. Years ago, Liz Cohen conducted an experiment at Stanford, her associates in which students worked together on a science project using cooperative learning. Her main interest was whether it accelerated achievement in science, but she had limited-proficiency students. English paired in teams with English proficient students Then as a sort of sigh they also measure Language Acquisition and were surprised because when the results came in, as always, cooperative learning did better than traditional in terms of science acquisition , but what surprised them was that the equivalent scores in language acquisition were actually higher than those in science and the students had no instruction in the language, so the children were learning the English language without being taught English due to the cooperative learning. Cooperative learning accelerates language acquisition because there are three important principles: Context: When we are facing a really important interview or exam, we feel under pressure, when we feel stressed, our brain fire sends an inhibitory impulse to the prefrontal cortex and turns it off , the same happens when we do not take into account the feeling and emotion of each student, so instead of calling in front of all the students, allow them to work in a small group feeling confident and comfortable to interact. Input: students will interact using short phrases or commands to communicate with classmates, in this way, they contextualize what they say, for example if someone says "I like it" I don't understand, but if the person says how, while pointing to a book, it's easy understand, due to understandable input. Dismissal: In a traditional 30-minute classroom, the teacher calls students one at a time. one at a time to answer the teacher's questions on the other hand, in each group at least one student is speaking so if there are 4 groups, there are 4 students in the classroom speaking at the same time when working in teams Reduced students have more opportunities to express, and participate actively using the language.
The objective of this research work was affirming that cooperative learning accelerates language acquisition and to support this affirmation, I share an experiment to explain why cooperative learning accelerates language learning. Years ago, Liz Cohen conducted an experiment at Stanford, her associates in which students worked together on a science project using cooperative learning. Her main interest was whether it accelerated achievement in science, but she had limited-proficiency students. English paired in teams with English proficient students Then as a sort of sigh they also measure Language Acquisition and were surprised because when the results came in, as always, cooperative learning did better than traditional in terms of science acquisition , but what surprised them was that the equivalent scores in language acquisition were actually higher than those in science and the students had no instruction in the language, so the children were learning the English language without being taught English due to the cooperative learning. Cooperative learning accelerates language acquisition because there are three important principles: Context: When we are facing a really important interview or exam, we feel under pressure, when we feel stressed, our brain fire sends an inhibitory impulse to the prefrontal cortex and turns it off , the same happens when we do not take into account the feeling and emotion of each student, so instead of calling in front of all the students, allow them to work in a small group feeling confident and comfortable to interact. Input: students will interact using short phrases or commands to communicate with classmates, in this way, they contextualize what they say, for example if someone says "I like it" I don't understand, but if the person says how, while pointing to a book, it's easy understand, due to understandable input. Dismissal: In a traditional 30-minute classroom, the teacher calls students one at a time. one at a time to answer the teacher's questions on the other hand, in each group at least one student is speaking so if there are 4 groups, there are 4 students in the classroom speaking at the same time when working in teams Reduced students have more opportunities to express, and participate actively using the language.
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Rendimiento académico
Citation
Condori Saavedra, Y. E. (2020). Cooperative language learning (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.