We know that learning is a social process, and collaborative learning provides ELs with the opportunity to practice language. I promote group work so that students can interact with peers, share knowledge, and develop a sense of community. That means using a lot of collaborative activities and also providing a low-pressure environment. ELs need to practice speaking and listening skills while receiving feedback from their classmates.
Objective: Promote language development through peer interactions a.nd collaborative learning.
Here are ways how l have encouraged collaborative learning through group work and peer interaction in the classroom:
Organize students into small groups or pairs for Collaborative Learning
Example 1: In a lesson on ecosystems, I organize students into pairs to research a specific biome (e.g., rainforest, tundra). Each pair works together to gather information, share resources, and create a visual representation (like a poster or digital presentation).
Example 2: During a literature lesson, I pair students to read a short story together. After reading, they work collaboratively to answer comprehension questions and discuss the main themes of the story. This allows them to support each other in understanding new vocabulary and analyzing the text.
Example 3: During a math lesson on problem-solving, I place students in small groups to solve word problems. Each group can collaborate by discussing strategies, reviewing calculations, and helping each other understand the concepts. This is a great way to reinforces both language and math skills.
Assign roles within groups to encourage collaborative learning (note-taker, presenter, etc.)
Example 1: In social studies unit on countries around the world, I assign roles such as researcher, note-taker, and presenter within each group. The researcher gathers information on the country. The note-taker writes down important facts, and the presenter delivers the group’s findings to the class. Rotating roles ensures that each student gets a chance to participate in different ways.
Example 2: In a writing activity in English language arts, I create 4 roles – idea generator, drafter, editor, and illustrator. The idea generator brainstorms story ideas. The drafter writes the first draft, the editor checks for grammar and coherence, and the illustrator creates pictures to accompany the story. This structure helps every student contribute according to their strengths.
Example 3: When I do a science experiment, I assign roles such as equipment manager (gathers materials), timekeeper (keeps track of experiment stages), recorder (writes down observations), and presenter (explains results). This ensures equal participation and helps students practice both academic and social language in a structured environment.
Use language learning strategies like Think-Pair-Share to practice speaking
Example: During a history lesson on historical figures, I like to use Think-Pair-Share to encourage discussion. First, students individually think about a prompt, such as “What were the most important contributions of this historical figure?” Then, they pair up to share their ideas, practicing their speaking skills. Finally, they share their partner’s ideas with the whole class.
Example 2: In a vocabulary lesson, I use Think-Pair-Share to practice new terms. After introducing a list of new vocabulary words (e.g., “ambitious,” “brave”), ask students to think about examples from their own lives where they showed these qualities. In pairs, students share their examples, helping each other with sentence structures and pronunciation.
Example 3: For a science lesson on the water cycle, I ask students to think about how the water cycle affects their local environment. They then pair up to discuss how evaporation, condensation, and precipitation play a role in their daily lives. Sharing their thoughts with the class helps reinforce language use and the scientific concepts.
Incorporate group projects where students use academic and social language
Example 1: In a geography lesson, assign groups of students to create a travel brochure for a specific country or region. Students must use academic language to describe the geography, climate, and culture of the place, while also practicing social language as they collaborate on designing the brochure, choosing images, and writing descriptions.
Example 2: For a health class, I create groups of students so they work together to create a “Healthy Living” campaign. Each group creates posters, slogans, and short presentations to teach the class about healthy eating, exercise, and mental well-being. As they work, they practice using academic language related to health and nutrition while also communicating socially to plan and execute the project.
Example 3: In a literature unit, I assign students to groups where they will act out a scene from a play or novel they are studying. The group must work together to assign roles, rehearse lines, and plan any props or costumes. As they do this, they practice both academic language (through the text) and social language (through teamwork and planning).
Summing it all up~
Organizing students into small groups and providing structured roles ensures that all students, including English learners (ELs), are actively engaged in learning.
Using collaborative tasks helps students practice communication in a supportive environment, where they can build on their peers’ language and ideas.
Assigning roles provides accountability and encourages equal participation, while language learning strategies like Think-Pair-Share give students a low-pressure opportunity to practice speaking and listening skills.
Group projects that require the use of both academic and social language improve students’ confidence in using English, build their communication skills, and foster peer support—ultimately leading to more effective language and content mastery.
Your partner in ESL!
Lori,
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