‘Content Integrated Collaborative Learning for Learner Autonomy’ by Sanjukta Sivakumar

Abstract: This paper examines Collaborative Learning (CL) and Content and Language Integrated Learning (CLIL) as learner-centric, tech-friendly and task-based methods facilitating the development of language for analytical and critical thinking, leading to autonomous learning in students. CLIL-CL enables high motivation through peer learning and facilitates autonomy by enhancing language skills for informat ion processing. This paper discusses three groups of learners , who collaboratively created an iBook, computer games and a homemade battery charger as self-initiated extra-curricular projects. The learners applied language-skills for meaning-making as higher-order thinking in content-specific academic contexts. Significantly, although these learners scored average to low grades in English, their use of language in real life was more meaningful, compared to others with higher language grades at school. A case study of these learners was conducted to analyze probable reasons underlying higher-order thinking in real life. The results of this study connected real-life language behaviour with autonomous task-based Content Integrated Collaborative Learning (CICL) at school, based on cognitive challenge and technology inputs. The effects of CICL therefore, reach beyond the classroom to enable language skills for higher-order thinking, problem-solving and learning in real life. This paper outlines how CICL may be integrated with teacher instruction, motivating extra-curricular autonomous learning.

Index Terms: Collaborative Learning, Content and Language Integrated Learning, Higher-order thinking, Learner autonomy, Technology.

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