Integrated Collaborative Learning Approach (ICLA)
Conceptual framework of pedagogical approach for the integration of language skills
Keywords:
Integrated Collaborative Learning Approach (ICLA), Multidisciplinary, Conceptual Framework, Basic Language Skills (LSRW), ESL/EFL PedagogyAbstract
The study is an attempt to introduce contemporary multidisciplinary pedagogical approach in the classrooms of English as a Second Language (ESL), English as a Foreign Language (EFL), and English as a Native Language (ENL) for the integration of basic language skills such as Listening, Speaking, Reading, and Writing (LSRW) across the globe. English language is a passport to achieve the learning goals in education everywhere in the world irrespective of any culture, religion and ethnic background because it is currently an international and most powerful language in different parts of world along with the national languages of the different regions. Educationists, linguists and policy makers are working on the advent of new approaches which should be deemed fit for the effective and better cumulative achievements in learning. The researchers worked on literature to find out one of the best teaching approaches that can help learners to partake actively and achieve learning goals of language skills according to the needs of current scenario with the help of language abilities and communicative activities under the umbrella of enabling skills through pedagogical and target tasks. In order to get a proficient and productive teaching and learning approach, the researchers linked two contemporary approaches which are followed by many educationists and English teachers everywhere in the world especially known as Collaborative Learning Approach (CLA) and Integrated Teaching Approach (ITA) for the better and effective learning of basic language (LSRW) skills. The researchers merged two approaches and introduced a new approach titled as Integrated Collaborative Learning Approach (ICLA) as a multidisciplinary approach. ICLA is not only designed for the integration of basic language skills (LSRW) but also equally applicable to all disciplines except ESL/EFL classrooms because ITA and CLA are practised widely in all disciplines in the various corners of the world.
Downloads
References
Abbas, N., Ashiq, U., & Abrar ul haq, M. (2018). Gap between acquired and required English learning objectives for the primary school students: Empirical evidence from Sargodha (Pakistan). Cogent Social Sciences, 4(1), 1457421.
Akinwamide, T. K., & Adedara, O. G. (2012). Facilitating autonomy and creativity in second language learning through cyber-tasks, hyperlinks and net-surfing. English Language Teaching, 5(6), 36.
Al Chibani, W. (2014). The effectiveness of online and on-to-one tutoring in the writing center on the students’ achievement: A multiple case study. International Letters of Social and Humanistic Sciences, 41, 192-197.
Azevedo, R., Cromley, J. G. & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29 (3), 344-370.
Brewer, J., & Hunter, A. (1989). Multimethod research: A Synthesis of styles. Newbury Park, CA: Sage.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1978). Teaching English as a foreign language. London: Routledge.
Bruner, J. (1978). The role of dialogue in language acquisition. In S. R. J. Jarvella & W. J. M. Levelt (Eds.), The child’s conception of language (pp. 214–256). New York: Max-Plank-Institute for Psycholinguistics.
Bruthiaux, P. (2002). ‘Hold your courses: Language education, language choice, and economic development.’ TESOL Quarterly, 36(3), 275–96.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Handbook of research on teaching, 171-246.
Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups, Review of Educational Research, 64 (1), 1-35.
Cohen, E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, 64(1), 1. DOI: 10.2307/1170744.
Coleman, H. (2010). Teaching and Learning in Pakistan: The Role of Language in Education. Islamabad: British Council.
De Guerrero, M. & Villamil, O. (2000) Activating the ZPD: Mutual Scaffolding in L2 Peer Revision, The Modern Language Journal, 84 (1), 51-68.
Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (2nd ed.), (p. 815). Mahwah, NJ: Lawrence Erlbaum Associates.
Dillenbourg P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier.
Gabriele, A. J. (2007). The influence of achievement goals on the constructive activity of low achievers during collaborative problem solving, British Journal of Educational Psychology, 77 (1), 121-141.
Gaillet, L. L. (1992). A Foreshadowing of Modern Theories and Practices of Collaborative Learning: The Work of Scottish Rhetorician George Jardine.
Garibaldi, A. M. (1979). Affective contributions of cooperative and group goal structures, Journal of Educational Psychology, 71(6), 788-794.
Gillies, R. M. & Ashman, A. (2003). Co-operative learning: the social and intellectual outcomes of learning in groups, Routledge, London and New York.
Government of Pakistan. (1998). The Education Policy 1998-2010, Islamabad: Ministry of Education.
Government of Pakistan. (2009). The National Education Policy and Implementation Program, Islamabad: Ministry of Education.
Government of Pakistan. (2017). The National Education Policy 2017-2024, Islamabad: Ministry of Education.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.
Graham, D. (2005). Cooperative learning methods and middle school students, Unpublished PhD thesis, Capella University.
Grami, A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL Writing Curriculum: A Comparative Study in a Saudi Context, Doctoral dissertation, Newcastle University.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-274.
Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students’ academic achievement. Journal of education and learning (EduLearn), 9(3), 246-255.
Gunderson, B & Johnson, D. (1980). Building positive attitudes by using cooperative learning groups, Foreign Language Annals, 13 (1), 39-46.
Haidar, S. In press. ‘Access to English in Pakistan: Inculcating prestige and leadership through instruction in elite schools.’
International Journal of Bilingual Education and Bilingualism. https://www.tandfonline. com/doi/abs/10.1080/13670050.2017.1320352.
Haider, G. (2012). An insight into difficulties faced by Pakistani student writers: Implications for teaching of writing. Journal of Educational and Social Research, 2 (3), 17-27.
Harmer, J. (1983). The practice of English language teaching. Longman, 1560 Broadway, New York, NY 10036.
Hill, S. & Hill, T. (1990). The collaborative classroom: a guide to cooperative learning, South Yarra, Eleanor Curtain.
Johnson, D. W., & Ahlgren, A. (1976). Relationship between student attitudes about cooperation and competition and attitudes toward schooling. Journal of Educational Psychology, 68(1), 92.
Johnson, R. B., & Christensen, L. B. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Boston, MA: Allyn and Bacon. http://dx.doi.org/10.3102/0013189X033007014.
Kessler, J. B. (2003). A survey of faculty experience using cooperative learning in teacher education, Unpublished PhD thesis, Temple University.
Kohonen (1992). Experiential language learning: second language learning as cooperative learner education,
Nunan, D. (1992) Collaborative language learning and teaching, Cambridge University Press, 14-39.
Kohonen, V. (1992). ‘Experiential Language Learning: Second Language Learning as Cooperative Learner Education’,
In Nunan, D. (ed.) Collaborative Language Learning and Teaching, Cambridge: Cambridge University Press, pp. 14 – 39.
Krashen, S. D. (1982). Principles and practice in second language acquisition.
Krashen, S. D. (1982). Child-Adult Differences in Second Language Acquisition. Series on Issues in Second Language Research. Newbury House Publishers, Inc., Rowley, MA 01969.
Kusnierek, A. (2015). Developing students’ speaking skills through role play. Www.Worldscientificnews.Com World, 1, 73–111.
Lantolf, J. P. (2000). Socio cultural theory and second language learning, Language teaching.
Lantolf, J.P., Appel, G. (1994). Theoretical framework: an introduction to Vygotskian perspectives on second language
research. In J. Lantolf and G. Appel (ed.), Vygotskian approaches to second language research. Pp. 1-31, Westport, CA: Albex Publish.
Lewis, M.P. (ed.). (2009). Ethnologue: Languages of the World. 16th edition. Dallas: SIL International. http://www.ethnologue.com/.
Littlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge University Press.
Lucantoni, P. (2002). Teaching and assessing skills in English as a second language. Cambridge University Press.
Mahboob, A. (2003). English as an Islamic language: a case study of Pakistani English. World Englishes, Vol. 28, No. 2, 2009, 75–189.
Mahboob, A. (2005). A discussion on world Englishes and TESOL. Paper presented at the TESOL International Convention, March, San Antonio: TX.
Mansoor, S. 2003. ‘Language planning in higher education: Issues of access and equity.’ Lahore Journal of Economics, 8(2), 17–42.
McWham, K., Schnackenberg, H., Sclater, J. and Abrami, P. C. (2003). ‘From Cooperation to Collaboration: Helping
Students Become Collaborative Learners’, In Gillies, R. M. and Ashman, A. F. (eds.) Co-operative Learning, London: Routledge Falmer, pp. 69 – 86.
Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). Collaborative teaching for teacher educators. What does the research say? Teaching and teacher education, 25(4), 569-574.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Nunan, D. (ed.) (1992). Collaborative Language Learning and Teaching, Cambridge: Cambridge University Press.
Oxford, R. (1990). Language learning strategies. New York, 3.
Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest.
Panhwar, A. H. (2016). Using cooperative learning to enhance student engagement with language support classes in Pakistani higher education (Doctoral dissertation, Anglia Ruskin University).
Phipps, M., Phipps, C., Kask, S. & Higgins, S. (2001). University students' perceptions of cooperative learning: implications for administrators and instructors, Journal of Experiential Education, 24 (1), 14-21.
Pysarchyk, O. L., & Yamshynska, N. V. (2015). The importance of integrating reading and writing for EFL teaching. Advanced education, 3, 77-83.
Rahman, T. (1996). Language and politics in Pakistan. Karachi: Oxford University Press.
Rahman, T. (2003). Education in Pakistan: A survey. SPO discussion paper series. Islamabad: Strengthening Participatory Organization.
Rahman, T. (2004). Denizens of alien worlds: A study of education, inequality and polarization in Pakistan. Pakistan: Oxford university press.
Rahman, T. (2006). Language policy, multilingualism and language vitality in Pakistan. In: A. Saxena and L. Borin, eds. 2006. Trends in Linguistics: Lesser-known languages of South Asia: New York: Mouton de Gruyter. p. 73-94.
Rahman, T. (2001). ‘English-teaching institutions in Pakistan.’ Journal of Multilingual and Multicultural Development, 22(3), 242–61.
Rahman, T. (2002). Language, Ideology and Power: Language-Learning among the Muslims of Pakistan and North India. Karachi, Pakistan: Oxford University Press.
Rahman, T. (2005). ‘Passports to privilege: The English-medium schools in Pakistan.’ Peace and Democracy in South Asia, 1(1), 24–44.
Reichardt, C. S., & Rallis, S. F. (1994). The Qualitative-Quantitative Debate: New Perspectives. New directions for program evaluation, 61, 1-98.
Richards, J., Platt, J. J., & Weber, H. (1985). The Longman dictionary of applied linguistics. London: Longman.
Rojas-Drummon, S. & Mercer, N. (2003.) Scaffolding the development of effective collaboration and learning, International Journal of Educational Research, 39 (1-2), 99-111.
Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom (p. 63). Boston, MA: Heinle & Heinle.
Schmitz, M. J., & Winskel, H. (2008). Towards effective partnerships in a collaborative problem‐solving task. British Journal of Educational Psychology, 78(4), 581-596.
Schmuck, R. (1985). Learning to cooperate, cooperating to learn: Basic concepts. Learning to cooperate, cooperating to learn, 1-4.
Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education 28(3), 235-249. DOI: 10.1080/02188790802267324
Shull, J. T. (2001). Teaching the writing process to high school juniors through cooperative learning strategies, Unpublished PhD Thesis, Walden University.
Siddique, M., & Singh, M. K. S. (2017). Role of Cooperative Learning in Enhancing Students’ writing Skills In Pakistani Colleges: A Review Of Literature. Proceedings of the ICECRS, 1(1).
Siddiqui, S. (2007). Rethinking education in Pakistan: Perceptions, practices, and possibilities. Paramount Publishing Enterprise, United States.
Simons, Gary F. and Charles D. Fenning (eds.). (2018). Ethnologue: Language of the World, Twenty-first edition. Dallas, Texas: SIL international. Online version: https://www.ethnologue.com/country/PK/status.
Smith, H. J. (2007). The Social and Private Worlds of Speech: Speech for Inter‐and Intra-mental Activity. The Modern Language Journal, 91(3), 341-356.
Storch, N. & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration, in Maria del Pilar & Garcia Mayo (eds.) Investigating tasks in formal language learning, 157-177, Multilingual Matters Ltd, 157-177.
Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy, System, 27 (3), 363-374.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52 (1), 119-158.
Storch, N. (2003). Relationships formed in dyadic interaction and opportunity for learning, International Journal of Educational Research, 37(3/4), 305-322.
Storch, N. (2005). Collaborative writing: product, process, and students’ reflections, Journal of Second Language Writing, 14 (3), 153-173.
Storch, N. (2005). Collaborative writing: product, process, and students’ reflections, Journal of Second Language Writing, 14 (3), 153-173.
Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL classes, Language Teaching Research, 11 (2), 143-159.
Suzuki, M. (2008). Japanese learners, self-revisions and peer revisions of their written compositions in English, TESOL Quarterly, 42 (2), 209-233.28 | P a g e
Tamim, T. (2014). ‘The politics of languages in education: Issues of access, social participation and inequality in the multilingual context of Pakistan.’ British Educational Research Journal, 40(2), 280–299.
Thousand, J., Villa, R. & Nevin, A. (1994). Creativity and collaborative learning: a practical guide to empowering students and teachers, Baltimore: P.H. Brookes Publishing Co.
Ur, P. (1996). Teaching vocabulary. A course in language teaching: practice and theory.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge [England: Cambridge University Press.
Vaish, V. (2005). ‘A periphrastic view of English as a language of decolonization in post-colonial India.’ Language Policy, 4(2), 187–206.
Valsiner, J., Van der Veer, R., & Jaan, V. (2000). The social mind: Construction of the idea. Cambridge University Press.
Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity, Longman.
Van Lier, L., (1996). Interaction in the language classroom. Essex: Longman Group.
Vanderburg, R. M. (2006). Reviewing research on teaching writing based on Vygotsky’s theories: What we can learn, Reading & Writing Quarterly, 22 (4), 375-393.
Vygotsky, L. (1962). Thought and language, Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society, Cambridge, MA, Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Wertsch, J. (1997). Vygotsky and the Formation of the Mind. Cambridge, MA: Harvard University Press.
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
Widdowson, H. G., & Oxford University Press. (2011). Teaching language as communication. Oxford: Oxford University Press.
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466. Shamim, F. (2011). English as language for development in Pakistan: Issue, challenges and possible solution. British Council, United Kingdom. Retrieved July 2, 2015, from http://www.teachingenglish.org.uk/sites/teacheng/files/Z413%20English%20Development%20Book.pdf.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Competitive Social Science Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
