ELTWeekly Issue#32, Research Paper: Significance of Group works in Heterogeneous Classroom

Significance of Group Works in Heterogeneous Classroom

by Dr.N.V.Bose, Institute of Language teaching, Jamnagar, Gujarat (boseenvy AT rediffmail DOT com)

ABSTRACT

The use of group works in the second language classroom has been supported by both theoretical and pedagogical arguments. The language generated in group work sessions is near to real life and not mere reproduction of utterances provided by the teachers. In a large group, the majority of students remain silent or will not get chance to interact with either their friends or teachers in English. Most of the energy is spent in controlling the class or assessing learners’ written work. This is true in our Indian schools. Even after the introduction of Functional Approaches in our schools the teaching context remains largely as same as it was in the past. This paper looks into the significance and possibilities of conducting group works in heterogeneous second language classroom and thereby improves their competence in English.

Introduction

New trends in language teaching have raised awareness about meaningful classroom interaction in Second Language Learning contexts. Functional Approaches to language teaching especially Communicative Language Teaching ( CLT ) advocate group works as one of the meaningful activities which facilitate the use of real language among learners. One of the reasons for the widespread interest in group activities is the recognition that a group has greater resources than any single individual alone.

Group Dynamics

There are two types of groups which the language teachers might use in a communicative classroom. They are heterogeneous and homogeneous groups. In heterogeneous groups students of different ability levels work together and solve a given language task. In homogeneous groups students that are similar work together. Heterogeneous groups have an advantage over the homogeneous as the mixed ability groups provide opportunities for the less able to be helped and for the able to develop qualities of leadership, thus benefiting both. In a heterogeneous group, the second language classroom can thus turn out to be such a pleasant and inspiring environment that the time spent there is a constant source of success and satisfaction for teachers and learners alike. This learner group, made up of mixed ability, is a powerful social unit, which is in many ways bigger than the sum of its parts.  ( Dorneyei 2003) Heterogeneous groups can considerably influence the rate of learning and the quality of time spent in class. A group becomes a ‘good group’ when it has become a psychological reality for insiders and outsiders alike. Ehrman and Dornyei (1998: 72) identified the following characteristic features of a ‘group’.

1. There is some interaction among the groups.
2. Group members perceive themselves as a distinct unit and demonstrate a level of commitment to it.
3. Group members share some purpose or goal for being together.
4. The group endures for a reasonable period of time.
5. The group has developed some sort of a salient internal structure which includes:

The regulation of entry and departure into/from the groups

Rules and standards of behaviuor for members;

Relatively stable interpersonal relationship patterns and an established leadership

hierarchy.

some division of group roles;

1. Finally, as a direct consequence of the above points, the group is held accountable for its members’ actions.

Heterogeneous groups in a language classroom are real ones in psychological sense as they display all the above features.

Group works in ESL Classroom

Interaction is the key element in a second language classroom. The teacher, as an instructor, a facilitator or as an observer needs strategies in order to encourage an appropriate interaction among language learners. Group dynamics come as an important aid to language teachers who deal with multiple intelligences which are closely related to learners’ learning strategies. Group dynamics allow students to reveal subconsciously or unconsciously who they are, what they expect from life, their knowledge of the world and how far they want to interact with their peers. Teachers also benefit from group work as it allows them to work with students in a small group setting rather than teaching in class as a whole. Dividing ESL class into groups helps teachers give more time to their students to practice language. Another specific goal of group works is to provide learners with the knowledge and understanding of subject matter, while at the same time focusing more on group dynamics where they are given direct experience to behave and react in a group situation. Moreover, group works enable second language learners to acquire relevant skills of communication, skills of discussion and argument, skills of interactive learning and cooperative inquiry and to develop appropriate attitudes to learning and teaching.

Language learning is more effective if the learners are actively involved in the process.  The degree of learner activity depends on the type of tasks and materials they get and of course the cooperative style of teachers. Tasks based on authentic materials are ideal for group works. These materials reflect the real language and the tasks built on it help learners interact actively. A few sample tasks for group work are listed below.

Sample tasks

1. Share News.

Discuss a recent news item in the whole class and assign the groups bring clippings from Newspapers related to the news discussed. Ask the groups share their findings with other groups and write a report to the whole class.

1. Debate a topic

The teacher could brief a controversial topic to the whole class. Ask the class to work in groups of four and two students from the same group take one side of the issue and the other two take the opposite side. Then they switch the roles and argue the opposite side. Finally all members of groups can arrive at a consensus about the topic and prepare a report on it.

1. Complete cartoon dialogue.

The groups could be asked to discuss and fill in the bubbles of the cartoon and each group would share their filled up bubbles with other groups. Later they could write a new dialogue in their own words based on the cartoon making necessary changes. A sample task is given below.

Conclusion

The group works free the teacher from her usual role of instructor-corrector-controller, and allows her to move freely round the class, giving help where needed, assessing the performance of individual students, noting language mistakes for future remedial work, devoting a little more time to slower learners. (Ur,Penny.1981). There can be a few anticipated problems with group works in a heterogeneous class. There can be certain confusion in organizing groups initially, disciplinary problems or use of native language. But these problems will be temporary as they can be overcome by thoughtful organizing of groups. Once they used to such activities group works will certainly help second language learners come out with their own imaginative language.

References:

1.Natraj. S. (1989): Group Method Techniques for English Language Instruction. Sardar Patel University, Vallabh Vidyanagar.

2. Ur.P. (1981): Discussion that Work. Cambridge University Press.

3. Dorneyei.Z.and Murphey.T. (2003): Group Dynamics in Language classroom. Cambridge University Press.

**ELTWeekly would like to thank Dr.N.V.Bose for contributing this research paper.