Group work is one of the most important aspects of learning because it enhances creativity and sharing of ideas among students. I have studied the application of group work in the classroom context and acquired some ideas on how to improve learning. Even though most of the literature material on this topic focuses on ENL learning, I believe that teachers can also use group work beyond ENL learning. The second reading discusses the concept of group work in ESL learning. This discussion confirms my understanding that the concept of group work goes beyond ENL learning. The author provides a systematic analysis of group work by outlining the steps involved in group formation. The author also offers some insight on how teachers can make it work in an ESL classroom. The most important part of the second reading is that the author cautions teachers against making careless assumptions about groups (Custance and Polias, 2012, p. 82). For instance, the author warns teachers against assuming that students can work efficiently without prior tuition. This means that it is very important for teachers to train their students in cooperative learning skills. Additionally, the teacher should understand the students as individuals rather than a group.
I agree with most of what the authors express in the two readings. For instance, I agree with the process of establishing groups in ESL classrooms. I also agree with the process of students shifting from speaking to writing in the content classroom. However, I disagree with the suggestion that teachers may use the ‘goldfish bowl’ technique to facilitate group work learning (Custance and Polias, 2012, p. 84). This is because the technique may limit learning. The ‘goldfish bowl’ technique involves the teacher forming two groups: a small group and a large group. The teacher then places the small group at the center of the large group. The inner group engages in a discussion while the outer group makes observations. This can be very intimidating especially for ESL students because they have difficulties in using English during communication (Jones, 1996, p. 127). They may develop feelings of anxiety which may limit their level of expression. Furthermore, members of the outer group may have little to learn from the inner group. This is because the entire class depends on teacher’s directions. Therefore, a group in an ESL classroom can only be effective when completing a task that a teacher has assigned rather than sharing knowledge.
It is very interesting that the authors of the readings use procedures to describe processes. This enhances clarity and understanding. It also makes it easier for the reader to apply the processes to real situations. For instance, the author of the second reading describes the concept of group work and outlines the procedures involved in group formation. The use of procedures makes it very easy for the teacher to form groups that can enhance learning in an ESL classroom. In the first reading, the author identifies the steps that teachers can use to assist students shift from speaking to writing content (Gibbons, 2002, p. 71). Furthermore, the author has provided an illustration to reinforce the procedures for shifting from speaking to writing. The illustration involves an experiment on the use of magnets. This is a very easy task, and teachers can use it to promote learning.
The two readings provide valuable insights on how teachers can enhance learning in an ESL classroom. However, the readings leave a number of questions that researchers can use for future research studies. First of all, how can teachers use students’ experiences and understanding as a basis for interpretation? Secondly, how can teachers ensure that students first “learn” language before using it? Lastly, how do teachers identify the unique needs of every student within a group?
Bibliography
Custance, B., and Polias, J., 2012. Using small group work. Sidney: Government of South Australia, Department for Education and Child Development.
Gibbons, P., 2002. From speaking to writing in the content classroom. Portsmouth, NH: Heinemann.
Jones, P., 1996. ‘Talk about literacy in the content areas’ In Pauline Jones, Talking to learn. Primary English Teaching Association, Sydney, pp. 126–148.
