Interactive Groups in the second language promote the acquisition of skills

Scientific Evidence Platform Scientific evidence Interactive Groups in the second language promote the acquisition of skills
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Interaction, participation and collaboration are considered key factors in the acquisition of foreign language skills. SEAs such as Interactive Groups (IG) create favourable conditions in which these three factors are increased to ensure effective dialogic learning.

In summary, in the present study, the results evidenced the following:

-Through the IGs, children were encouraged to collaborate and support each other, even if their English level was very diverse. Thus, all students were able to participate actively in the tasks. 

-Heterogeneity was shown to be a resource to foster dialogic interactions and facilitate the learning of the language. 

-IGs would not work without the adult volunteers and their implication. 

-IGs promoted the increase of learning expectations, even for students who were not showing improvements before.

Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 1-19. https://www.tandfonline.com/doi/full/10.1080/00131881.2020.1755605 

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Nerea Gutiérrez

Research done in the field of IG as well as other SEAs have shown that these actions also generate friendship and empathy among the students by fostering mutual support, inclusive attitudes and reducing violent behaviours1. Moreover, the implementation of these actions has evidenced to reduce dropout rates, increasing the students motivation and enhancing solidarity among them2.

Research articles

León-Jiménez, S.; Villarejo-Carballido, B.; López de Aguileta, G.; Puigvert, L. (2020). Propelling Children’s Empathy and Friendship. Sustainability, 12(18), 7288. https://doi.org/10.3390/su12187288

Melgar, P. (2015). Interactive groups in early childhood education: First step for educational success. Intangible Capital, 11, 316-332. doi: 10.3926/ic.658

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crislu2

Varios estudios llevados a cabo en lo relacionado con los Grupos Interactivos (IG), muestran que esta metodología de aprendizaje permite al alumnado obtener competencias académicas a la vez que desarrolla otras competencias como el desarrollo cognitivo, emocional y social.

Los IG, son pequeños grupos compuestos por el alumnado de manera heterogénea y de forma no segregada, en los que el alumnado por medio de la interacción y el diálogo aprenden. Es de vital importancia destacar la función que realizan los adultos o voluntarios en estos grupos, ya que cumplen la labor de mediar en los grupos para que todos los niños y niñas tengan la oportunidad de participar y desarrollarse, pero también brindan al aula sus conocimientos, enriqueciendo de esta manera el aprendizaje colectivo. Estos adultos voluntarios, hacen que haya un mayor apoyo en el aula para los alumnos y alumnas que lo necesiten, por lo que se puede individualizar la atención de manera más eficaz.

En lo respectivo al aprendizaje de una lengua extranjera por medio de los IG, se ha demostrado que es efectivo debido a que estos grupos se caracterizan por la interacción entre alumnos y alumnas con diferentes niveles en el idioma, por lo que, por medio de la interacción, pueden aprender de lo que ya conocen sus compañeros y compañeras. Es conveniente destacar las tres características por las que esto funciona, estas son; se promueve la participación de todos (permitiendo que todos aprendan); se desarrolla la solidaridad (creando así un espacio más respetuoso para el aprendizaje); y, se crean expectativas de aprendizaje.

Referencias Bibliográficas
Zuribi-Esnaola, H; Vidu, A, Rios-Gonzalez, O & Morla-Folch, T (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62, 162-180. https://doi.org/10.1080/00131881.2020.1755605

Aubert, A; Molina, S; Schubert, T & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90-103. https://doi.org/10.1016/j.lcsi.2017.03.002

Valls, R & Kyriakides, L (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education 43, 17-33. https://doi.org/10.1080/0305764X.2012.749213

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