Cooperative learning as a teaching approach that cultivates pupils’ language development and learning : A study of four teachers' use of cooperative learning in the subject of English

Abstract: To operate in our modern society students’ education, need to contribute to lifelong learning by promoting desirable social interaction and improving the way in which people overcome difficulties and establishing relationships in different contexts. The present study sets out to examine the practice of cooperative learning for students' learning in the subject of English. Furthermore, the research questions address the benefits and challenges teachers describe using cooperative learning for students' language development and learning. The study is based on sociocultural theory, which means that learning takes place through interaction. In order to investigate the study's questions, qualitative semi-structured interviews are conducted with competent teachers in grades F-3, who use CL in their teaching. The thematic analysis of my study identified several benefits on how cooperative learning promotes students' learning. The results show that teachers express positive attitudes to CL’s structures and strategies as they believe that these constitute to increased participation, cooperation skills and also increases the prospects for developing students' language development and learning. Despite challenges for students with social difficulties and with different levels of knowledge, the interviewed teachers believe that CL can be adapted and reworked at the group and individual level to meet the needs in the different classrooms. Collaboration and student interaction are prominent factors in the curriculum. Through reciprocal dialogues with others, children can construct new knowledge free from the constraints of a larger class group.