ERIC Number: ED256181
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Peer Involvement in Language Learning. Language in Education: Theory and Practice No. 60.
Gaies, Stephen J.
While not an instructional panacea, peer involvement in second language learning can provide a rich and productive supplement to the second language classroom experience. It casts learners and teachers into new roles that may lead to a variety of benefits, enriching the total educational and social environment. The systematic use of peer teachers and tutors is a much-publicized practice in contemporary education, but information about it has not been widely disseminated. While peer involvement programs are often largely in response to practical needs, they also closely reflect current views about how a second language is learned best. It is widely applicable for learners of all ages and achievement levels and for a wide variety of instructional purposes. The potential pedagogical benefits include increased individualization, intensified drill practice, and increased communication opportunities. Potential socio-affective benefits include increased motivation, strengthened cross-cultural understanding, self-concept and sense of self-direction, and reduced inhibition. To be successful, peer involvement programs must be thoughtfully planned, carefully structured, and systematically monitored. If this is accomplished, the technique may lead to a new teacher-learner relationship and form the basis for more effective and meaningful second language learning. (MSE)
Descriptors: Educational Benefits, Individualized Instruction, Intercultural Communication, Interpersonal Communication, Peer Influence, Peer Teaching, Second Language Learning, Self Esteem, Student Attitudes, Student Motivation, Teacher Student Relationship, Teaching Methods, Time Factors (Learning), Tutoring
Harcourt Brace Jovanovich, Inc., Orlando, FL 32887.
Publication Type: ERIC Publications; Guides - Classroom - Teacher
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.; Center for Applied Linguistics, Washington, DC.