When asked what is the goal of English literacy education, the conventional answer may be to develop English language proficiency, including areas in speaking, reading, writing, and listening. However, language is associated with much more than the ability to communicate. It is an avenue to understanding ones culture and self-expression. English language learners require not only to progress academically, but also to develop socio-cultural competence. As outlined in the English Language Learners- A guide for Classroom Teachers (1999), English language learners face difficulties as while accustoming to the mainstream classroom, they are simultaneously developing:

• a grasp of the knowledge, skills, and attitudes specific to various subjects
• a better command of the English language
• an ability to interact with others and function within the social environment of the school

My goal as an educator is to not only motivate students through their journey in acquiring English as their second language, but also to assist them in making connections with their community throughout their learning experience. According to Vygotsky (1962, p.22),”interaction is essential to the development of individual thought.” I place emphasis on the importance in student-centred cooperative learning strategies, as well as the development of a positive learning environment where students feel safe to express, explore, and be creative.

Significance of Cooperative Learning

Cooperative Learning methodologies are an essential part of my teaching philosophy. Allowing students to be involved in the learning process can help students better perceive the significance of their learning goals as well as provide an incentive for students to be proactive in their learning. According to Johnson and Johnson (n.d.), cooperative learning is defined as “the instructional use of small groups so that students work together to maximize their own and each other’s learning.” This can be contrasted with competitive or individualistic learning. The process of working together allows students to gain valuable life skills such as communication, teamwork skills, as well as develop a positive self-concept (Carson, 1990). This is significant for English language learners in fostering a positive environment and supporting them establish presence in their learning community. Within a cooperative learning group, English language learners not only practice expressing themselves with greater confidence, but also attain vocabularies through group discussions.

Cooperative learning methods not only incorporate students in the learning process, but also allow students to collaborate with other students to accomplish lesson objectives. Such methods can develop students’ sense of responsibility within a group and their individual teamwork skills, all of which are essential life skills to obtain. English language learners gain ability to interact with others and function within the social environment of the school through cooperation with team members. Furthermore, it allows ELL students to make better connection with their learning materials. Research suggests cooperative classroom strategies are linked with higher student association with learning material (Hooper & Singhanayok,1998). Students may identify better with learning objectives and see the importance of activities within the classroom. Students’ attitudes toward the subject matter may be changed as well if they are the ones directing the learning rather than relying solely on teachers as the information source. Furthermore, better teacher and student relationships may be formed as well with successful cooperative learning activities.