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In and out of the classroom, life would be unthinkable without interacting with fellow humans.
This book urges more cooperative and group activities in the English language classroom for all the advantages: students use the target language more, help each other with comprehension, receive attention from peers as well as the teacher, are motivated by group support, learn collaborative skills that transfer to life, and get to work with people different from themselves. The book also provides guidelines for problems that may arise when teachers do group activities, principles for interaction and bonding in the English language classroom, and some easy activities to implement in your classroom.
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. His work can be found at www.reflectiveinquiry.ca.