Cooperative Learning in English Language Classes in Four Subsidized Schools in Santiago

Resumen

The teaching of English as a foreign language has been a topic of concern for multiple Chilean administrations. However, figures show that most of the population does not even have an elementary-level understanding of the English language, implying that student–teacher interactions have not produced the expected learning outcomes. The objective of this project was to investigate the variables that affect classroom management and their impact on the teaching of English. Variables such as knowledge  creation, classroom discipline, and assessment, among others, were found to have an impact on language learning. The study was conducted in four classes in three districts throughout the Metropolitan Region of Santiago. The qualitative approach used here employed descriptive-interpretative strategies. The information was gathered through field observation, individual interviews, and questionnaires. The results of this study support the idea that classroom management that promotes cooperation in English language classes helps to foster learning communities that make student learning more efficient.