Benefits of Cooperative Language Learning in Teaching English as a Second Language in India


  • Ganesh Muthuram K M.A Ph.D.Research Scholar PG and Research Department of English Government Arts College (Autonomous) Coimbatore, TamilNadu, India – 641018
  • Dr. S. K. Pushpalatha Associate Professor in English PG and Research Department of English Government Arts College(Autonomous) Coimbatore, TamilNadu, India – 641018


Methods had always been the mantra of researchers and teachers of English language alike in expecting to find a solution to teaching English effectively. As the ‘methods era’ came to an end and people began to realise that no one method can be a solution to solve all the problems and challenges involved in Teaching English as a Second Language (TESL) as well as a Foreign Language (TEFL), few methods like Cooperative Language Learning (CLL) began to emerge out of intensive research conducted in the field of English Language Teaching (ELT). This period was also marked by the heightened awareness of student centeredness in the teaching-learning process. Most scholars and teachers advocated that teaching should be learner-centred. CLL is one such method that was consciously developed based on the student centeredness. CLL gives a considerable amount of autonomy to the students in developing the study materials or in other words resources that they are likely to use in developing their language skills. As this method was introduced, especially in the tertiary level of TESL, there were remarkable levels of change in the way students learnt the language. This paper aims at analysing the benefits of the CLL method in the Indian scenario in TESL. The aim of this paper is to identify if CLL can be an effective teaching method in TESL at the tertiary level in the Indian scenario.


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