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Bridging Inequality: Cooperative Learning Through Literature in Two Vulnerable Schools in Santiago
Cerrar la brecha de la desigualdad: aprendizaje cooperativo mediante la literatura en dos escuelas vulnerables en Santiago
DOI:
https://doi.org/10.15446/profile.v22n2.81384Keywords:
content-based instruction, cooperative learning, English as a foreign language, inequality, literature (en)aprendizaje basado en contenidos, aprendizaje cooperativo, desigualdad, inglés como lengua extranjera, literatura (es)
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.
Este artículo reporta una investigación-acción cualitativa sobre el aprendizaje cooperativo mediante la literatura, adelantada en dos aulas chilenas vulnerables de inglés como lengua extranjera. Se buscó disminuir la desigualdad en el aprendizaje del inglés como lengua extranjera y mejorar el rendimiento y el crecimiento personal de los estudiantes. Estos estuvieron expuestos al aprendizaje cooperativo mediante la literatura, algo inexistente en escuelas vulnerables. La recolección de datos incluyó la observación de clases, pruebas de lenguaje y encuestas. Se evidenció un incremento en las habilidades de aprendizaje cooperativo y en el crecimiento personal de los alumnos, aunque su competencia lingüística no mejoró significativamente. En conclusión, combinar un aprendizaje cooperativo con el uso de la literatura resulta apropiado para mejorar las estrategias de aprendizaje y el crecimiento personal de los estudiantes.
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