Cooperative Learning and Teaching

Maximize the quality and quantity of peer interactions and transform your classroom into a dynamic, collaborative space for student learning.

The second edition of Cooperative Learning and Teaching further explores the principles and techniques of cooperative learning and teaching, beginning with the question: Why use group activities? This edition adds new chapters, new research, and added strategies for helping multilingual learners of English develop the cooperative skills to succeed in school and in life.

This essential guide will provide English language teachers with the knowledge to create effective, collaborative student groups that promote learning and motivate students. This book provides:

• Principles for cooperative teaching and learning
• Classroom activities to use with your students today
• Cooperative learning techniques to maximize the benefit of groupwork
• Guidance for groupwork in virtual classrooms
• Ways to address issues that arise during collaborative work.

About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.

George M. Jacobs teaches in person and by distance in Singapore (where he has lived since 1993) and by distance in other countries, including Indonesia, Japan, Korea, Malaysia, the Philippines, and Thailand. His academic interests include student-centric pedagogies and bringing global issues into the language classroom. Among his recent publications are the book Cooperative Learning Through a Reflective Lens, with Anita Lie and Siti Mina Tamah (2022), published by Equinox and the article “Combining Extensive Reading While Listening with Cooperative Learning” in the Journal of Applied Linguistics and Literature with Kaoru Tsuda, Noriko Muramatsu, and Willy A. Renandya.
 
Harumi Kimura is a professor at Miyagi Gakuin Women’s University in Sendai, Japan. Her doctoral research focused on second language (L2) listening anxiety, and her academic interests include L2 learner psychology and cooperative learning. She has recently contributed a chapter, “Listening and Affective Factors,” to the Routledge Handbook of Second Language Acquisition and Listening (in press) with Xian Zhang. She regularly writes for the bulletin of the Japan Association for Language Teaching’s Mind, Brain, and Education Special Interest Group, MindBrained Think Tanks, which spreads ideas about how to apply neuroscientific findings to L2 teaching and learning.
 
Thomas S. C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas.