Cooperative Learning in Online Foreign-Language Classrooms and a Preservice Teaching Program

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Abstract

One of the main challenges of online language teaching and learning is the practice of speaking skills and sociocultural interaction (Hampel, 2003). This paper aims to present a cross-cultural online tutorial model that has been implemented in an online Chinese language program. Students enrolled in online Chinese courses in an American university had small-group synchronous interactions with pre-service teachers from the target language community on a weekly basis. The cooperative learning enhanced online language teaching and learning effectiveness to meet National Standards for Foreign Language Learning. Both Chinese language learners and pre-service teachers benefited from cross-cultural communication learning. Findings from this paper are supported by Vygotsky’s (1978) Sociocultural Theory in which language is internalized only when social interactions occur.

Author

• Pei-Ni Lin Causarano, University of New Mexico