From "This is impossible" to "I will make the standard higher": A close look at interaction in the CLIL classroom

Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e Vol. 4(2), May-June 2011, 17-36  F om “This is impossible” o “I will make he s anda d highe ”: A close look a in e ac ion in he CLIL class oom Miquel Àngel Fuen es & Elena He nández Uni e si a Au ònoma de Ba celona, Ba celona, Spain (A icle ecei ed 15 No embe 2010; inal e sion ecei ed 14 Ap il 2011) This pape aims o explo e he complexi ies o s uden s’ in e ac ion in a collabo a i e lea ning ask se wi hin a CLIL uni in he EFL class oom. By way o illus a ion, a sample om a 4 h yea class oom g ade in a seconda y school o Ca alonia has been collec ed. The pape examines, h ough he s uden s’ ou come, he impac o coope a i e lea ning in a con en - ich in o ma ion swap ask and discusses he ole o con en and language in eg a ed lea ning in he class oom. This pape concludes wi h se e al implica ions o esea ch and p ac ice. In oduc ion In e ac ion in he Con en and Language In eg a ed Lea ning (CLIL) class oom has been p o en o be a key elemen bo h as a medium o he achie emen o he goal and he goal i sel . Speci ically, in e ac ion among s uden s in ol es nume ous in e es ing implica ions o empi ical esea ch. This pape ’s ocus is se on how s uden s p ocess he con en in an in o ma ion swap ask in an English as a Fo eign Language (EFL) class oom hough coope a i e wo k. This s udy d aws on he esea ch conduc ed by se e al membe s o he CLIL-SI collabo a i e esea ch eam. S udies like Co ede a (2010), Escoba and Nussbaum (2008) and Ho illo (2009) analyze he complexi ies o he jigsaw ask, anging om i s design o he quali a i e and quan i a i e app oaches aken o analyze said ask. The esea ch desc ibed he e has been ca ied ou by examining he s uden s’ o al p oduc ions om a quali a i e pe spec i e h ough con en analysis, suppo ed by con e sa ion analysis., The analysis looks a da a ob ained om he audio iles eco ded du ing wo sessions and he de ailed ansc ip s o a se o exce p s aken om hese eco dings. Escoba and Nussbaum (2008) explo e he lea ning p ocesses in collabo a i e asks du ing CLIL sessions by analysing he eco dings o se e al s uden dyads du ing he ask. They ocus hei esea ch on he s a egies used by s uden s which a e common in all g oups, such as he s uden s’ hie a chical ision o he eache ’s ins uc ions and Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  18 hei s a egies o cons uc he con e sa ion oge he . In u he esea ch on collabo a i e ask wi hin he same sequence, E ni skaya and Ace os (2008) ocus on he cha ac e is ics o a ‘didac ical con ac be ween s uden s’ and i s impac on hei o eign language lea ning and Ho illo (2009) ocuses on he amoun o ime ha s uden s spend on- ask and o - ask du ing coope a i e ac i i ies. Using p e ious esea ch as he ounda ion o u he explo a ion, his s udy explo es he complexi ies o s uden s’ in e ac ion in a collabo a i e, in o ma ion-swapping ask Theo e ical amewo k The issue o con en and language in eg a ed lea ning (CLIL) has become a signi ican a ea o s udy among linguis s and educa o s. Desc ibed by Dal on-Pu e (2007) as a dual- ocus educa ional con ex whe e a o eign language (English, in his case) is used as a medium o ins uc ion in con en subjec s, he label CLIL has been ho oughly s udied o i s bene i s o lea ne s s i ing owa ds a speci ic a ge language compe ence. Ma sh, Ma shland and S enbe g (2001) claim a se o bene i s ha CLIL en ails o s uden s. Fo ins ance, CLIL is claimed o be bene icial o s uden s when in oduced as a ool o p omo ing plu ilingualism in educa ion and beyond, hus suppo ing linguis ic di e si y. I is also conside ed as a help ul ool o he inclusion o a b oad ange o lea ne s, beyond speci ically p i ileged mino i y g oups. Fu he mo e, i is a gued ha CLIL enhances he de elopmen o lea ning s a egies and skills, which a e ela ed o b oade cogni i e applica ions. Rega ding assessmen , he ac ha s uden s a e assessed no only on language bu also on con en is also claimed o be bene icial o s uden s, by allowing s uden s o show he b ead h o hei knowledge. An essen ial pa o CLIL is collabo a i e lea ning. Collabo a i e lea ning occu s when wo o mo e people a emp o lea n some hing oge he (Dillenbou g 1999). I encompasses a se o me hodologies and en i onmen s in which lea ne s sha e a common ask whe e each indi idual depends on and is accoun able o each o he . Collabo a i e lea ning is hea ily oo ed in Dewey’s iews (1938), which implies ha lea ne s do no lea n in isola ion, bu by being pa o he su ounding communi y and he wo ld as a whole, and Vygo sky’s (1978) iews, which imply ha he indi idual’s cogni i e sys em is a esul o communica ion in social g oups and canno be sepa a ed om social li e, as desc ibed in his heo y o he zone o p oximal de elopmen (ZPD), Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  19 which he posi ed as being “ he dis ance be ween he ac ual de elopmen al le el as de e mined by independen p oblem sol ing and he le el o po en ial de elopmen as de e mined h ough p oblem sol ing unde adul guidance o in collabo a ion wi h mo e capable pee s” (p. 86). In ela ion o collabo a i e lea ning, coope a i e lea ning e e s p ima ily o an a ay o highly s uc u ed goals and echniques o lea ning (Ox o d 1997). I can be de ined as a eaching a angemen in which small, he e ogeneous g oups o s uden s wo k oge he o achie e a common goal. S uden s encou age and suppo each o he , assume esponsibili y o hei own and each o he ’s lea ning, employ g oup ela ed social skills and e alua e he g oup’s p og ess (Do son 2001). The gene al consensus is ha coope a i e lea ning can and usually does esul in posi i e s uden ou comes in all domains (Johnson & Johnson 1998). Kagan and Kagan (1992) desc ibe ou basic p inciples o coope a i e lea ning which we e u he de eloped by B ody and Da idson (1998): Posi i e in e dependence occu s when gains o indi iduals and eams co ela e posi i ely. Indi idual accoun abili y equi es ha all s uden s a e ac i ely in ol ed and become esponsible o hei own lea ning. This implies ha each s uden is in cha ge o a sha e o he wo k and each sha e is key o he success o he g oup. Equal pa icipa ion akes place when all s uden s ha e he oppo uni y o con ibu e and pa icipa e ac i ely in hei eams. Finally, Simul aneous in e ac ion e e s o he ac ha in coope a i e lea ning all he s uden s in e ac du ing he pe iod o ime ha he ac i i y las s. Acco ding o Kagan (1994), g ouping is essen ial o coope a i e lea ning. The mos widely used eam o ma ion is ha o he e ogeneous eams. Fu he mo e, he e is s ong e idence ha he mo i a ion o s uden s is boos ed when g oup g ades and eam ewa ds a e in oduced in he ac i i y (Sla in 1990). Pica, Lincoln-Po e , Paninos and Linnell (1996) poin ou ha : lea ne s wo king oge he in g oups we e ound o display g ea e mo i a ion, mo e ini ia i e, and less anxie y ega ding hei lea ning, hey we e ound o p oduce mo e language. I also con ained a g ea e numbe o ea u es belie ed o assis message comp ehensibili y and he eby o se e as inpu o L2 lea ning. (p. 60) All o he abo e is closely ied o he no ion o socio-in e ac ionism, whe e language and lea ning p ocesses a e unde s ood as social phenomena and lea ning is Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  20 acknowledged o occu in and h ough in e ac ion. Thus hese ac o s also play a big ole in he analysis in o de o unde s and he de elopmen o s uden s’ in e ac ion. Peka ek Doehle and Ziegle (2007) poin ou ha “language lea ning is unde s ood as lea ning o deal wi h locally o ganized and sequen ially s uc u ed discou se ac i i ies and hence oo ed in he lea ne ’s pa icipa ion s uc u es o sequencing ac i i ies” (p. 85). Fo educa o s ollowing Vygo skian ideas, he eache ac s as a acili a o and p o ide o assis ance. Teache s acili a e he s uden s' lea ning by p o iding any and all o ms o assis ance ha migh help s uden s de elop hei language and socio-cul u al skills. In he second language (L2) class oom, his is in e p e ed as he eache p o iding hin s o clues, p aising, eminding o e iewing any hing ha L2 s uden s need a a ce ain s age o an ac i i y. When helea ne s need assis ance, he eache p o ides sca olding o ensu e ha he lea ne ’s cons uc s g ow mo e complex. The e m sca olding is i s desc ibed in Wood, B une and Ross (1976) as a me apho o desc ibe he ype o assis ance o e ed by a eache o pee o suppo he s uden ’s lea ning. Ine i ably, he ype o in e ac ion ha akes place in he class oom p o ides key inpu o esea ch. One dimension o in e ac ion which can ne e be segmen ed om he no ion o lea ning as a social p ac ice is he concep ion o he s uden s’ ace and how i mu a es as he ask p og esses. Unde he ligh o poli eness heo y, Go man (1967) in oduces he concep o ace, which B own and Le inson (1987) u he de elop, desc ibing i as “ he public sel -image ha e e y membe wan s o claim o himsel ” (p. 61) and posi ing ha in e ac an s coope a e and assume each o he ’s coope a ion o main ain each o he ’s ace in in e ac ion, e en hough ha is no a no m o maxim. They also disce n be ween posi i e ace (an indi idual’s desi e o be liked, espec ed and app ecia ed by o he s and o ha e his ac ions highly conside ed) and nega i e ace (an indi idual’s basic claim o eedom o ac ion and eedom om imposi ion). The choice o con e sa ion analysis as a me hodological ool comes om i s app op ia eness o Second Language Acquisi ion esea ch, as i can help explain he e lexi e ela ionship be ween pedagogy and in e ac ion and, he e o e, how he lea ning p ocess akes place h ough in e ac ion (Seedhouse 2005). Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  21 Resea ch con ex The audio eco dings we e collec ed a Ins i u Ga ona1 in Ap il 2010. Inciden ally, his school is cu en ly implemen ing a PELE (P ojec e Educa iu Llengües Es ange es) p ojec , based on he use o a o eign language o wo k on he cu iculum o con en - based subjec s. The main objec i e o his p ojec is o imp o e he s uden s’ linguis ic compe ence in EFL, by means o eaching cu icula con en (in his case Chemis y) in English. This in ol es wo king in a Con en and Language In eg a ed Lea ning (CLIL) p og am. As ex a help, he English Depa men coun s on a Language Assis an who helps a he English and CLIL lessons o he cen e. The s uden s who appea in he audio and ideo eco dings belong o a 4 h le el o ESO inclusi e g oup, which co esponds o he las yea o compulso y educa ion in Spain. They a e mos ly 15-16 yea old s uden s, al hough some o hem a e nea ly 18 because hey a e e aking he cou se. I is ele an o men ion ha his speci ic g oup is ai ly he e ogeneous. Some o he s uden s a end ex acu icula English classes and hei le el o compe ence by he majo i y anges be ween an A1/A2 COE le el - acco ding o he Common Eu opean F amewo k nomencla u e. On he o he hand, some s uden s show a ai ly lowe le el o compe ence. In o de o p ese e he s uden s’ p i acy, all names appea ing in his s udy ha e been subs i u ed by pseudonyms. T ansc ip ions appea ing in his s udy ollow he CA symbol con en ions e e enced in Richa ds and Seedhouse (2007). Ac i i y implemen ed The audio eco dings co espond o an in o ma ion swapping ac i i y based on he p inciples o coope a i e lea ning. This ac i i y co esponded o a jigsaw ac i i y, whe e no only he language, bu also he con en (Chemis y) posed an ex a di icul y o s uden s, who needed o wo k ou con en -speci ic asks enc yp ed in L2. This op ion was chosen o pedagogical and also o ci cums an ial easons, aking in o accoun he CLIL p og am ha he seconda y school was implemen ing. Jigsaw eaching was in en ed and named by A onson, B idgeman and Ge ne (1978) and was o iginally designed as an answe om educa ion o he social disa ay ha he acial mix had p oduced in Aus in, Texas. This echnique os e ed collabo a i e wo k and lea ning among s uden s om di e en communi ies and p o ed o be a Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  22 aluable con ibu ion o socializa ion among s uden s om di e en e hnic g oups (A onson e al. 1978). Bo h indi idual and g oup accoun abili y a e buil in o he p ocess (A onson 2008). In ESL class ooms, jigsaws a e a ou -skills app oach, in eg a ing eading, speaking, lis ening and w i ing. The implemen a ion o he ac i i y ollowed he adi ional model o a ce ain ex en howe e , he con en ional me hod o implemen he ask was no designed o ake in o accoun o eign language speake s. The e o e, an adap a ion o ha p ima y me hod has been chosen in o de o exploi coope a i e lea ning in he EFL class oom. Said adap a ion d aws on he Rain o es s eaching sequence (CLIL-SI 2006) designed and expe imen ed by he CLIL-SI collabo a i e esea ch eam. Di e gences om he o iginal model include: g oups being he e ogeneous and being o med by h ee o ou s uden s, lack o a leade igu e, s uden s dealing wi h h ee opics, pe mission o w i e down up o i e wo ds as eminde s o hei opic and s uden s being allowed o ake no es o hei pee ’s explana ion bu no o hei own opic. The Rain o es s sequence2 (CLIL-SI 2006) was used as a basis o he p oposal o ins uc ions deli e y, measu es o adap and s uc u e he language, he p esen a ion o he in o ma ion in he expe s’ shee s, he modula ion o he communica i e and cogni i e challenges, suppo o s uden s, and he c ea ion o he inal quiz. To implemen he ac i i y a g oup o wo eache s, wo s uden - eache s and one esea che spli he g oup in wo hal es. The hal es we e o med by a g oup o 10 and 12 s uden s, espec i ely, who wo ked in 3 eams which anged om 3 o 4 membe s. Bo h hal -g oups we e eco ded. The eco dings comp ise he wo sessions in which he ac i i y ook place. S uden s we e asked no o s op he eco de du ing he whole sessions unless he eache said so. The g oup chosen o his s udy is he one wi h 10 s uden s. The en s uden s' g oups we e subsequen ly di ided in o ou g oups o h ee o ou s uden s. This will be called ‘home g oups’ in he es o he a icle. These eco dings became a key pa o analysis in he da a co pus. In o de o cope wi h he complexi ies o he cons uc ion o he s uden s’ exchanges in his o al ask, con e sa ion analysis was chosen as an app oach which allowed o a ho ough analysis. Th ough con e sa ion analysis, ce ain communica ion p ocesses can e eal he mechanisms used by s uden s o mas e hei opic, exchange in o ma ion and lea n om hei pa ne s. Con e sa ion analysis p o es ha con e sa ion in he class oom Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  23 con ex di e s g ea ly om o dina y con e sa ion. Focusing on he sequen iali y o code-swi ching and aspec s o he con e sa ion such as epai sequences and u n alloca ion, his s udy aims a iden i ying he possible egula i ies and pa e ns ha s uden s use o comple e each s age o he ac i i y. A e lis ening o he whole da a co pus, da a o analysis was selec ed acco ding o he quali y o he sound, he ichness o he language exchanges and he s uden s’ p o iles. Once he ele an da a we e selec ed, he ocus was se on he esponse o wo speci ic s uden s who had di e en lea ning p o iles and esponded o di e en expec a ions. The able below shows he cha ac e isa ion o he in o man s selec ed and he esea che s’ expec a ions on hei beha iou when con on ed wi h he ac i i y. Table 1. P incipal in o man s acked du ing he ask Main in o man s Cha ac e isa ion o he in o man Resea che s’ expec a ions on he in o man Pau He is e aking 4 h o ESO. Failed he p e ious English cou se. Low English le el in e e ence o he es o he g oup. He will p obably be o - ask mos o he ime. He will p obably no alk in English a all. He will p obably gi e up. Ma He ESL ma ks a e ema kably high in e e ence o he a e age o he g oup. She is likely o alk in English mos o he ime. She will p obably be capable o succeeding in he ac i i y. In his ask he e a e o he in o man s as well, whose con ibu ions a e no p ima ily acked bu p o ide ele an in o ma ion in he con ex o exce p s chosen. The ollowing wo ables show he cha ac e isa ion o he es o he expe and home g oup membe s. Table 2. O he in o man s Subsidia y in o man s Cha ac e isa ion o he in o man Resea che s’ expec a ions on he in o man Ca les (expe and home g oup) Re aking 4 h o ESO. I appea s he will mos likely pass he cou se acco ding o his ma ks. Low English le el in e e ence o he es o he g oup. As he and Pau a e bo h in he same expe and home g oups, and also on good e ms wi h each o he , he will y o help Pau. He is no expec ed o use much English. He will p obably gi e up. Osca (expe g oup) Re aking 4 h o ESO. He will no pass he cou se i he con inues wi h his low ma ks. P one o ge dis ac ed. He migh no alk in English a all. He will no y. He will emain silen and o - ask mos o he ime. E a (home g oup) High English compe ence le el acco ding o he ma ks. Ve y social bu p one o beha e dis up i ely. She is conside ed o be capable o succeeding in he ac i i y bu she migh no as she will be o - ask mos o he ime. She will alk in English o en. Laia (home g oup) A e age English le el in e e ence o he es o he g oup. Ve y espec ul o eache s and classma es. She is expec ed o y ha d o succeed in he ac i i y. She will s uggle o alk in English. She will help he eam ma es. Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  24 Objec i es and Resea ch Ques ions Coope a i e lea ning has been adi ionally used in he class oom o lea n con en (Sla in 1990). Howe e , he L2 eache ’s app oach opens a new pe spec i e, using his app oach o a ain language goals h ough con en . This app oach can be con using o s uden s, who in he adi ional eache -led lessons ha e he con inuous inpu o he eache . This s udy ocuses on he use o coope a i e lea ning in an EFL class oom and i s impac on s uden s, obse ing how hey nego ia e and cope wi h he new in o ma ion h ough eam wo k. To achie e hese goals, his s udy poses he ollowing esea ch ques ions: • Does his ac i i y a ou he lea ning o s uden s wi h di e en cha ac e iza ion and lea ning p o iles? • How does he eeling o success in luence s uden s’ lea ning and mo i a ion? Analysis Pau shows a low le el o English compe ence acco ding o his ma ks and shows ce ain discou agemen owa ds he whole educa ional sys em. He has been diagnosed wi h a en ion-de ici hype ac i i y diso de (ADHD) and is e aking 4 h o ESO. Mo eo e , his is he second ime ha he e- akes a cou se, hus eaching he maximum imes ha a s uden can e- ake a cou se in he cu en Spanish obliga o y educa ional sys em. Fo class oom managemen pu poses, Pau and Ca les, ano he s uden wi h lowe English compe ence le el, sha e he same opic in hei home g oup, hus o ming he only home g oup o ou membe s. This s a egy was chosen by he eache on he spo o class oom managemen pu poses while aiming a os e ing hei coope a i e wo k and consequen ly ca e ing o he di e si y in he g oup. Ma , on he o he hand, shows a high le el o English compe ence in compa ison wi h he a e age le el o he 4 h o ESO g oup. She akes ex a-cu icula English lessons. This s uden shows a ela i ely high po en ial o lea ning. Howe e , his po en ial is no de eloped as he quali y o he con ibu ions du ing he lesson a e no e lec ed in he exams. She seems o be con en wi h jus passing he subjec s. Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  25 In he ollowing exce p s, he e is e idence o he s ages he s uden s go h ough du ing he ask de elopmen , oge he wi h in o ma ion on how hey app oach he con en and how hey nego ia e he p ocedu e and ace he challenges. Expe g oup, day 1 This i s exce p belongs o he expe g oup eco ded on he 15 h o Ap il, and oughly s a s a 02’50’’ and ends a 03’07”, las ing o abou 18 seconds. Exce p 1 Tu n Speake Tex T ansla ion 11 Pau: jo no m’en e o de es I’m no ge ing any hing 12 Osca : yo no me en e o de nada I’m no ge ing any hing 13 Ma c (T): okey (.) so you will ha e o help each o he 14 Pau: no no (.) això és impossible no no (.) his is impossible 15 Ma c (T): i you ead i aloud maybe i will help you (.) bu i ’s up o you (.) okey/ 16 Osca : yo si quie es me ap endo una línea I you wan o I can memo ize one line 17 Pau: ood addi i es a e subs ancesss (0.5) 18 added o ood (.) ya es á added o ood (.) done 19 Osca : yo la p ime a! I wan he i s one 20 Ma : pe o io que no ’has d’apend e (.) ho has d’en end e i ja es à bu dude you don’ ha e o memo ize i (.) jus unde s anding is enough This exce p belongs o he ini ial s age o he ask, whe e s uden s join in expe g oups. This expe g oup is in cha ge o explaining o he es o hei home g oup he p esence o chemis y in die . This exce p is ex ac ed om he e y beginning o he eco ding and i shows he i s imp ession om s uden s owa ds he ac i i y. In his i s exce p he e a e signs o anxie y abou he esolu ion o he ask, as can be seen in u ns 11 o 14. The expe g oup shows ai s o doub and exp ess e bally hei eelings o being o e whelmed and us a ed. This g oup is ema kably he e ogeneous, composed o a emale s uden wi h a high English compe ence le el (Ma ), ano he male s uden wi h a low le el (Ca les) and wo o he male s uden s wi h a e y low le el (Pau and Osca ). In his exce p he i s ai s o socializa ion in he g oup can be obse ed, which a ele an ac o o eam wo k is. S uden s exp ess hei eelings looking o suppo and app o al om he es o hei eam ma es. S uden s suppo each o he , as can be seen in u ns 11 and 12. Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  32 inco ec . In e es ingly, bo h Ma ’s and Pau’s pe o mance is o e he expec a ions o bo h he eache s and he s uden - eache s. Rega ding Pau, aking in o accoun his ajec o y, he expec a ions on his pe o mance we e ai ly low. He was expec ed o be o - ask mos o he ime, gi e up he ac i i y soon and no o use English a all. Howe e , he ook he ac i i y se iously and, e en i i mean a challenge o him, he had he ein o cemen o his eam membe s, which e en ually led him o mas e he con en and boos his con idence up o p oducing a speech le elled o he es o his eam membe s. He does use English a lo mo e han expec ed, using he a ge ocabula y and explaining his pa o his eam membe s in English. He ge s eally in ol ed and inds his mo i a ion om eeling con iden a e ha ing mas e ed he con en and being able o explain i in he a ge L2. He easons he con en and links i o his p e ious knowledge. He gene a es doub s while p ocessing he in o ma ion and asks his eam ma es o cla i ica ions. He manages o p oduce a speech in elligible enough o his home eam ma es o ake no es and manages o ge he con en ac oss. As o Ma , she was expec ed o alk in English mos o he ime and o succeed in he ac i i y. The expec a ions on he we e mos ly me . Ma was se in a he e ogeneous g oup wi h h ee male s uden s who anged om a low o a e y low English compe ence le el. This au oma ically se he as he mos knowledgeable o he o he g oup. This led Ma o se he sel in o he ole o he eache and become he g oup manage and leade o a ce ain ex en . Ma manages he iming, he pa ha each membe has o mas e , he way he ac i i y is app oached and gi es ins uc ions o he o he h ee membe s. Mo eo e , she moni o s he eam ma es’ p oduc ions bo h in e ms o con en and in e ms o language. Ma also p o ides posi i e ein o cemen and p o ec s he eam ma es’ ace by using a se o posi i e poli eness s a egies such as hedging, minimising he deg ee o imposi ion, complimen ing and exagge a ing he app o al. I is also ema kable how Ma ’s discou se coincides wi h eminine discou se s yle, which is cha ac e ised by p omo ing coope a ion and by emphasizing con e sa ional wo k (Holmes 2006). Ma ’s leading ole and i s aci accep ance by he es o he eam membe s u he suppo s E ni skaya and Ace os’s (2008) indings ega ding he issue o he con ac didac ique (B ousseau 1997). Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  33 Conclusion Se e al conclusions can be d awn om he analysis o he da a unde he ligh o coope a i e lea ning. To begin wi h, i can be obse ed ha s uden s s uggle o c ea e meaning ou o he con en by ela ing i o hei p e ious knowledge and by easoning. I is pa amoun o s uden s ha he con en o ms pa o an accep able heo y, ha i is ins umen ally use ul and ha i can be linked o e e ence poin s p o ided in socie y. In he da a, i can be obse ed how he p inciples o coope a i e lea ning desc ibed by Kagan (1994) a e acked; hey a e e iden ly p esen in he cou se o he ac i i y. S uden s ely on posi i e in e dependence o jus i y hei mo i a ion and suppo one ano he in he aspi a ion o a common goal. Addi ionally, s uden s de elop hei indi idual accoun abili y by being and eeling aluable o he ou come o hei g oup. S uden s pa icipa e equally o a ce ain ex en in he cons uc ion o knowledge and in e ac simul aneously, cons uc ing hei knowledge coope a i ely. Resol ing complex p oblem-based asks p omo es he e lec i e inqui y o s uden s, who sha e hei eelings in g oup and he goal o c ea ing meaning ou o he con en . In o de o succeed in he ac i i y, s uden s eso o sel -sca olding hei way h ough he con en by using L1 and easoning ou he new in o ma ion. S uden s in g oup sha e hei indings, u he in e ac ing wi h he zone o p oximal de elopmen h ough he p esence o a mo e knowledgeable eam ma e, in an a emp o le el all he g oup membe s’ knowledge. The e is e idence in he eco dings ha s uden s wi h di e en ea u es and lea ning p o iles show esul s which a e beyond he expec a ions and adap a ion o he ask by nego ia ing and accep ing oles. The analysis also suppo s ha knowledge is cons uc ed i s in g oup and la e cons uc ed indi idually. This leads o s uden s’ con idence boos ing as a esul o he mas e y o he con en . Consequen ly, hey eel mo e com o able alking in he a ge L2 once hey ha e nego ia ed and p ocessed he inpu o he con en wi h hei eam ma es. A key pa o he ac i i y is ha s uden s manage o le el i o hei own s anda d. The eeling o success is essen ial o c ea ing a link be ween lea ning and mo i a ion. As s uden s eel mo e and mo e success ul, hei mo i a ion owa ds he ac i i y g ows and hei lea ning de elops. Coope a i e wo k p o es o be a pedagogical Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  34 de ice which allows s uden s o sel -adap he ask le el o hei own needs and lea ning s yles. The esul s ound canno be gene alized, bu di e en s udies ca ied ou by o he CLIL-SI con ibu o s like Escoba and Nussbaum (2008), Ho illo (2009) and Co ede a (2010) poin in he same di ec ion. E en hough he analysis esul s p o ide se e al insigh s in o he cons uc ion o knowledge in coope a i e lea ning, i also gene a es ce ain doub s which would need u he esea ch in o de o each a mo e p o ound unde s anding o he implica ions o coope a i e lea ning in he EFL class oom. Fo ins ance, he ac ha in he esea ch a numbe o ape eco de s we e in oduced condi ioned he esponse o s uden s o a ce ain ex en . Would he amoun o English ha e dec eased i he eco de had no been p esen ? Some s udies ha e p e iously in es iga ed his issue (see, o example, Escoba and Nussbaum, 2008). Ano he impo an ac o is wha happens o s uden s who ail o cope wi h he challenge ha he ac i i y poses and decide o gi e up. Fo ins ance, among he s uden s obse ed, one o hem, Osca , seemed o be qui e los du ing many poin s o he ac i i y. A e he e ways o e-inco po a e los s uden s o he ac i i y once i has begun? A e he e ways o p e en such si ua ion? Rega ding he ole o he eache in he ac i i y, o which ex en should he eache in e ene in o de o help s uden s wi h special needs? In summa y, coope a i e lea ning has p o ed o be a aluable de ice o eache s and s uden s, which os e s bo h hei capaci y o wo k in g oup and au onomously. I enhances hei sel -con idence and i helps ca e ing o he di e si y o he g oup. This way o lea ning supposes a mo e mo i a ional a iable in con as wi h he adi ional eache -led lessons and con ibu es o c ea ing u u e ci izens capable o wo king oge he , in e ac ing wi h he communi y and opening up o he wo ld. Re e ences A onson, E., B idgeman, D. L. & Ge ne , R. (1978). In e dependen in e ac ions and p osocial beha io . Jou nal o Resea ch and De elopmen in Educa ion, 12: 16- 26. A onson, E. (2008). Jigsaw class oom. Re ie ed 10 Ma ch 2011 om h p://www.jigsaw.ne A kinson, J.M. & He i age, J. (1984). S uc u es o social ac ion: S udies in con e sa ion analysis. Camb idge: Camb idge Uni e si y P ess. B ody, C.M. & Da idson, N. (1998). In oduc ion: P o essional de elopmen and Coope a i e lea ning. In C.M. B ody & N. Da idson (Eds.), P o essional Fuen es & He nández Bella e a Jou nal o Teaching & Lea ning Language & Li e a u e. 4.2 (May-June 2011): 17-36. ISSN 2013-6196.  35 de elopmen o coope a i e lea ning- Issues and app oaches (pp. 3-24). 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The ole o u o ing in p oblem sol ing. Jou nal o Child Psychology and Psychia y, 17: 89–100.  No es 1 The name has been changed o main ain anonymi y o he pa icipan s and he cen e. 2Didac ic ma e ial a ailable a : h p://g upsde ece ca.uab.ca /clilsi/ Appendix: T ansc ip ion con en ions Adap a ion o he ansc ip ion con en ions p oposed by Gail Je e son (A kinson and He i age 1984). = indica es la ching be ween u ns (1.0) an in e al be ween u e ances (1 second in his case) (.) a e y sho un imed pause wo d ela i ely high pi ch wo d i alics indica e code swi ch o Ca alan wo d bold ex indica es code swi ch o Spanish CAPITALS ela i ely high olume a:: he colon indica es leng hening o he owel ? ising in ona ion, no necessa ily a ques ion alling in ona ion / anima ed o empha ic one ºwo dº ela i ely quie olume <wo d> leng hening o he wo d (xxx) unclea alk  Au ho Re e ences: Miquel Àngel Fuen es inished his English Philology deg ee (Au onomous Uni e si y o Ba celona / Uni e si a Au ònoma de Ba celona, 2009) and hen ook wo Mas e deg ees: TEFL (Teaching English as a Fo eign Language) and TED (Teache s’ Educa ion), also a he Au onomous Uni e si y o Ba celona, (2010). Cu en ly, he is wo king on he Resea ch in Language and Li e a u e Teaching Mas e ’s Deg ee (Au onomous Uni e si y o Ba celona, cou se 2010-2011) and is a membe o he DALE-APECS p ojec as a esea che and echnician. Email: miquelangel. uen e[email p o ec ed] (p incipal au ho ) Elena He nández holds a Bachelo ’s deg ee in Jou nalism om he Au onomous Uni e si y o Ba celona (Uni e si a Au ònoma de Ba celona). She has wo ked in communica ions and mass media and has he own jou nal abou echnology called RFID magazine. She ook he Mas e ’s deg ee in Seconda y Teache Educa ion in 2010, specializing in English, also om he Uni e si a Au ònoma de Ba celona (UAB). Email: [email p o ec ed]