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Copyright © 2018
YurTopic
All rights reserved.
There has been a total of
About | Terms and Conditions |
Contact & Advertising Enquiries |
The kinds of learners we have are very different from those from the previous
decade. The demands of society have been so tremendous that institutions of
learning had to devise ways to stay competitive in the field. With the
increasing number of people trying to learn a language, English for example,
educational institutions are confronted by the issues of what should be the best
ways to teach languages. Educators are struggling to keep up with the pace on
language teaching and learning. These struggles paved the way for the
introduction of collaborative classroom interactions as a method in teaching
languages. 
With annual migration rates steadily going up, the number of students who have
to learn subjects written in languages not their first becomes a strain to the
curriculum. Students’ inability to grasp basic vocabulary or even accent of the
locality would push them to arrive at a negotiated meaning. When the teacher is
the only person allowed to deal with this challenge, the consequences are major.
Teachers who do not speak the mother tongue of the child might settle to give
general meanings or synonyms or even wrong ones. Though this might be helpful,
it does not always deliver the kind of results expected from a language
classroom. Instead of this, recent developments in language learning classrooms
tell us that peers can be a rich source of learning. 
Meaningful learning experiences, its designs, implementation, motivation and
environment for implementation have always been a teacher’s quest. Teachers of
this millennium have been keeping up with the learning styles of their “Internet
Generation” students. These students, perfectly different from those in the
past, expect their classrooms to be filled with interactions and engagements.
There was research that once said that an academic program that failed to
produce students who are willing to use the language is simply a failure. When
students have the apprehension to use the language because the teacher may be
too good to accept their mistakes or with poor grammar or speaking skills, there
simply is nothing. 
Teachers always aim to produce learners who are proficient in languages they
have studied. When the class is purely composed of exemplary students, this will
be achieved with fewer worries. However, consider having an entirely different
scene- half of the students being linguistically excellent and the others
intermediate or low. Having the teacher to work on this all alone is a big and
complicated task. Despite their efforts, students may even achieve less. The
best way to let every member of the class to work is to let them interact.
Instead of doing all the talking, why not organized them into groups of
different levels? Other than lesser work load on all the talking, those with
excellent language skills will be challenged to let their peers understand and
those on the intermediate or low levels will be push to stay abreast. 
