Integrating Language Skills

4 main language skills:

1. listening
2. reading receptiv
3. speaking
4. writing

productiv

subsidiary language skills:

1. grammar
2. study-skills (planning, monitoring, self-evaluation)
3. punctuation
4. pronunciation
5. vocabulary
-for example: reading class- a pre-reading discussion of the topic, listening to the statements of
the text, certain reading strategy, like scanning, writing a paraphrase interesting, motivating
lessons
approaches:
- segregated: skill-oriented, focuses on discrete/segregated/single/separate skills or
language-based: focuses on the specific skills of the language
The mastery of discrete language skills or subskills is key to successful learning.
Typically there is a separation of language learning from content learning.
Reasons:
1. learning about language, baby linguistics
2. administrative considerations: organizing courses, hiring teachers, 3-hour-perweek courses of each skill
3. English for specific purposes (best labeled by one of the four skills) at
university, for proficient learners
2 types:
1. total skill segregation (e.g. advanced writing, basic listening, etc.)
2. partial skill segregation (in situations in which language skills appear to be
isolated in instruction, but are actually not separated completely, production are
reception cannot be completely separated)
- integrated: main and subsidiary skills are linked for the purpose of communication
Advantages of the integrated approach:
- learners are exposed to authentic language, activities are interesting and
meaningful
- the language is not just an object of academic interest, but a real means of
interaction
- it allows for the mutual development of all main and subsidiary skills
- language instruction promotes the learning of real content, rather than the
dissection of language forms
- it is highly motivating -> greater retention
- the role of the background knowledge becomes evident
Models of integrated skills instruction:
1. content-based teaching: integrates the learning of specific subject-matter
content with the learning of a foreign language. The structure of the curriculum
is dictated by the nature of the subject-matter. The second language is simply
the medium to convey informational content of interest and relevance to the
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learner. (e.g. immersion programs for elementary school children: CLIL

(content and language learning) programs, English for specific purposes (ESP)).
The meaningful learning principle applies well here, learning is pointed towards
practical, non-language goals. Content-based instruction pertains to academic or
occupational instruction over an extended period of time at intermediate to
advanced levels. There is a change in perspective: first content is taught, then
language. It allows for complete integration of language skills. For example,
teaching geography, and then at the same time English. Sometimes 2 teachers
teach: one for subject-matter, 1 for language. In strong version of content-based
teach.: primary purpose is the subject-matter. Weak version: equal value of submatt. and lang.
2. theme/topic-based teaching: weak version of content-based teaching. Equal
Main principles: value is placed on the content (introducing concepts and terminology relevant to
- automaticity
the given subject area) and language objectives (developing communicative
- meaningful
ability, i.e. the ability to use language effectively, accurately and appropriately).
learning
It can be used at all levels: beginners basic interpersonal and survival aspect
- intrinsic
of language, past the beginning level apart from the socio-linguistically
motivation
- communicat appropriate interpersonal expressions and structure, the content can become
ive
increasingly academic (e.g. English for Academic Purposes).
competence3. task-based teaching: Emphasizes the importance of organizing a course around
communication tasks that learners need to engage in outside the classroom.
Tasks require comprehending, producing, manipulating, or interacting in
authentic language, focus is on meaning, rather than form (e.g. students work to
write and edit a class newspaper, develop a TV commercial, conduct simulated
job interviews, etc.-revising the past tenses by personalizing the task: write a
few sentences about what you did last summer). There is a distinction between
target tasks (similar to language functions, but much more specific and related
to classroom instruction) and pedagogical tasks (series of techniques to teach
student to perform the target task). A task-based curriculum specifies what a
learner need to do with the language in terms of target tasks, and organizes a
series of pedagogical tasks intended to reach those goals. While there is an
ultimate focus on communication, and purpose, and meaning, nevertheless goals
are linguistic in nature (pragmatic language competence). Principles of
listening, speaking, reading, and writing become appropriately subsumed under
the rubric of what the learners are going to do with the language.
+ experiential learning (learning by doing, inductive learning): Includes
activities that engage both the left and right brain processing. It provides concrete
experiences through which language principles can be discovered by trial and error,
processing feedback, building hypotheses about language, and revising these
assumptions. (going out and learning in a real-life situation(where the Eng is the
second language(French students in Canada)) or simulating these situations)
+ the Episode Hypothesis: Text is easier to reproduce, understand, and recall to the
extent that it is structured episodically. It is an interaction of cognition and
language.
Characteristics:
1. emphasis on learning to communicate through interaction in L2
2. introduction of authentic texts
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3. learners focus not only on language, but also on the learning process itself
4. the learners own personal experiences are important elements in classroom
learning
5. it is an attempt to link classroom language learning with language
activation outside the classroom
Culture
language and culture are two components of an interactive system
linguistic level of communication < sociolinguistic level of communication: culture
The relationship between culture and language:
- close, sometimes viewed as synonyms
- languages are one of the main symbol systems through which people interpret the
meanings of the world around them (besides art, religion, cuisine, music, dance, etc.)
- language is one of the primary components of culture, it is a vehicle of explaining or
expressing culture
- Sapir-Whorf hypothesis-lang influences thought, people from diff cultures think difflearning about culture is learning about their thoughts
Definitions of culture:
- human-made part of environment
- (behaviorist) observable behaviors or sets of behaviors, such as habits, customs, and
traditions
- (anthropological linguists) all socially acquired learned behavior
- (anthropologists and social psychologists) and rules underlying these behaviors
- attitude and conduct
- (cognitive anthropologists) individual meanings and interpretation of these
behaviors
- (symbolic anthropologists) system of symbols or meaning, relationship between
meaning, experience, and reality
Freedom for the learners to develop their own cultural interpretations. Culture learning
is an ongoing, dynamic process in which learners cultural perceptions can change,
unfold, and mature over time.
ESL classrooms as a cultural microcosm of the world.

Intercultural learning: acquiring increased awareness of subjective cultural context

(worldview), including ones own, and developing greater ability to interact sensitively and
competently across cultural contexts intercultural sensitivity and awareness
Communicative competence
Intercultural competence: the ability to interact successfully across cultures (socially, to
achieve social goals, and appropriately, acceptable in a context), it involves a change of
perspective on self and others, and entails affective and cognitive changes
- knowledge: insight into the worldview, functioning, processes, practices
- skills: interpreting and relating, discovery and interaction, critical; the ability to bring
the culture of origin and the foreign culture in relation with each other, cultural
sensitivity and use of strategies, cultural intermediary
- attitudes and values: ability to overcome stereotyped relations, suspend ethnocentric
attitudes and perceptions, relativize ones own values, beliefs and behaviors
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Intercultural communicative competence: a learnt state based on motivation, knowledge and

skills, understanding differences in interactional norms between social groups, so as to
reconcile or mediate between different modes present in any specific interaction, the ability of
a person to behave adequately and in a flexible manner when confronted with actions,
attitudes, and expectations of representatives of foreign cultures, the ability to handle crosscultural problems

ethnocentrism (the stage of reaction to difference): ones culture is central to all reality
ethnorelativism (the stage of openness to difference): the experience of ones own beliefs and
behaviors is just one organization of reality among many viable possibilities
denial > defense > minimization > acceptance > adaptation > integration

The Tapestry Approach:

- Culture are observable and non-observable behaviors, their underlying rules, the
attitudes and values suggested by these rules, and any interpretations and symbol
systems used by individuals in understanding their society or another society.
- Importance of culture:
1. language without culture can degenerate into a study of forms and
vocabulary
2. integrative motivation: greater cultural understanding promotes greater
personal interest in the language and the culture
3. understanding important for survival in a world of conflicting value systems
-> cultural understanding
- Tapestry principles concerning development of cultural awareness:
1. culture is an integral part of the Tapestry Approach
2. goals of culture learning will vary by student, but at the very least all ESL
students need to move beyond the level of cultural stereotyping and go to the
level of comprehension of cultural norms and situations
3. not just understanding the U.S. culture, but also other cultures represented in
the classroom
4. culture can be used as content, not just an explainer of content, or as a playful
diversion from real language work
5. a great deal about U.S. culture can be learnt by understanding the
sociolinguistic nuances of English itself
The Tapestry Approach
Culture is a central feature.

Traditional Approaches
Culture is a diversion from real language
work.
The definition of culture is often far more
restricted and does not allow for the
individuals perceptions and interpretations.
The teacher sets the same cultural awareness
goals for all students.
The focus is on helping students fit into U.S.
culture (often at a superficial level).

The definition of culture includes behaviors,

attitudes, implicit rules, and the individuals
perceptions and interpretations of these.
Students help set their own goals for cultural
awareness.
The focus concerns U.S. culture, the native
culture of the student, and the many cultures
of the classmates. Multiculturalism is
encouraged.
Emotional and social aspects of culture are Cognitive understanding or knowledge of
highlighted,
along
with
cognitive cultural differences is much more important
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understanding or knowledge of cultural than emotional or social aspects of culture.

differences.

Levels of cultural awareness (Harvey) cultural understanding is a long-lasting, ever

deepening process that can reach different levels:
1. facts, stereotypes, and deficiencies: all x-es are y
2. shallow comprehension: more subtle traits and processes (some x-es are not y,
conventionality, politeness (Lets get together sometimes), etc.)
3. in depth comprehension: understanding cultural phenomena from the culture
bearers frame of reference, a degree of acceptance (understanding conventions and
relating to them)
4. true empathy: achievable only through immersion in the culture, acculturation (x is
my country, settling, slang and colloquialisms, name change, religion conversion,
following cultural norms, celebrating holidays, understanding)

Goals in teaching culture according to the Tapestry Approach:

1. Move beyond Harveys level 1 of generalized and sometimes inaccurate stereotypes.
2. Every student to acquire at least a shallow understanding (Harveys level 2), and
preferably a more in-depth understanding and appreciation (Harveys level 3) of the
target culture of the U.S., and the U.S. culture compared to the learners own native
culture.
3. Every student to develop at least a shallow understanding (Harveys level 2), and
hopefully a more in-depth understanding and appreciation (Harveys level 3) of the
other cultures represented in the classroom. Harveys level 2 is the minimum acceptable
level in this regard. The goal is to develop a global awareness.
4. Developing empathy with U.S. people and cultural norms (Harveys level 4) for those
self-selected few who plan to stay in the U.S.most motivation and action must come
from the students who want to acculturate.

Culture shock: challenged personal identity, emotional and sometimes even physical
symptoms (can involve fear, anxiety, anger, depression, withdrawal, stress, alienation, and
illness)
- between the stages of initial delight and a more comfortable, deeper resolution
- cannot be prevented
- discussing feelings, expressing culture shock (e.g. writing, journals or diaries, role-play,
etc.)
- emphasizing commonalities between the cultures so that students feel more at home
and less in a state of shock

Types of cultural instruction activities:

1. Native informants: lectures, question and answer sessions, conversations, social events
2. Teacher presentations: lectures and demonstrations (teacher-centrality should be
minimal, activities should be teacher-presented, the teacher should facilitate a range of
cultural activities involving many people)
3. Music: singing, writing songs, watching musical plays, listening to music, learning to
play an instrument from the culture
4. Pictures and real objects: compare-and-contrast, demonstrations
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5. Simulations: helps with analyzing miscommunications, role-plays (safe, protected

situation)
6. Project-Based culture learning activities: student-chosen, student-developed, individual
or cooperative demonstrations (e.g. cooking, opinion surveys, tapes and written reports,
current-events, background information, posters, plays, travelogues, tour of the town,
report, idioms, sayings, proverbs, and colloquialisms, TV-programmes, etc.)
7. Style inventories: similarities and differences
8. Discussions: informal, unstructured or structured, hypothesis-testing; readings, videos,
movies, etc. as input
Division of cultural content in coursebooks:
1. achievement culture (food, work, leisure time, artifacts, transport, art and music,
geography)
2. behavior culture (e.g. asking for help, daily routine, expressing likes and dislikes,
getting information)
Aspects of cultural awareness (Tomalin and Stempleski):
1. recognizing cultural images and symbols: famous people, architectural and landscape
features, songs and pictures, places and customs help students feel more confident and
become more fluent
2. working with cultural products: realia (postcards, photographs, money, newspapers)
provide learners with an opportunity to increase fluency and confidence
3. examining patterns of everyday life: employment, housing, shopping, reveal
information about the lifestiels and patterns followed, but also encourage comparison
and discussion
4. examining cultural behavior: what native speakers do in specific social situations,
culturally determined patterns of non-verbal communication
5. examining patterns of communication: what native speakers say in specific social
situations, culturally determined patterns of verbal communication
6. exploring values and attitudes not at elementary level
7. exploring and extending cultural experiences - not at elementary level

Importance of intercultural approach:

- development of skills for successful communication: Raising cultural awareness with
students helps avoid communication breakdown on many different levels. If culture
and language are taught together, in one course, then students have the opportunity to
see and understand intricate connections between linguistic elements and components
of culture. Every language is a reflection of values and beliefs of the respective culture.
If we teach language without teaching at the same time the culture in which it operates,
we are teaching meaningless symbols or symbols to which the student attaches the
wrong meaning. By fostering cultural insights students will be better prepared to
communicate with native speakers and deal with real-life situations they might come
across in English-speaking countries.
- growth of tolerance for differences
Classroom Management

Classroom management encompasses an abundance of factors. The understanding of what

some of the variables are in classroom management is the prerequisite for taking some
important steps in sharpening skills as a language teacher.
o physical setting/environment the classroom itself: The students are profoundly
affected by what they see, hear, and feel when they enter the classroom.
Sight, sound, and comfort:
- neat, clean classroom, orderly in appearance
- erased blackboards
- chairs appropriately arranged
- if the room has bulletin boards, and they can be used, occasionally take
advantage of the visuals
- as free from external noises as possible (machinery outside, street noise,
etc.)
- at least tolerable acoustics in the classroom
- heating and cooling systems (if applicable) operating
Seating arrangements:
- students are members of a team and should be able to see one another,
making interaction among them most feasible (no columns looking at the
front wall -> semi circular, U-shapes, concentric circles, squarely facing
the teacher)
- normally students will fall into a comfortable pattern of self-selection in
where they sit (tamper with this only if there is a need to force a different
mix of students, e.g. same native language students sitting next to each
other, disruptive students)
Blackboard use:
- added visual input along with auditory: illustrating with words, pictures,
graphs, charts
- be neat and orderly in blackboard use
Equipment:
- the room has outlets
- the equipment fits comfortably in the room
- everyone can see it (and/or hear it)
- there is enough time before and after class to get the equipment and return
it to its proper place
- the machine actually works
- you know how to operate it
- there is an extra light bulb or battery or whatever is needed if a routine
replacement is in order
o behavior of the teacher: voice and body language
- good voice projection, clear articulation (slowing down for beginning
level classes, but keeping the natural flow as possible)
- standing is better than sitting
- let your body posture exhibit an air of confidence
- your face should reflect optimism, brightness, and warmth
- use facial and hand gestures to enhance meanings of words and sentences
that might otherwise be unclear
- make frequent eye contact with all students in the class
- do not bury yourself in your notes and plans
- do not plant your feet firmly in one place for the whole hour, move around
the classroom, but without distracting
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follow the conventional rules of proxemics (distance) and kinesthetics

(touching) that apply for the culture(s) of students
- dress appropriately considering the expectations of students and the
culture in which the teaching is done
Teacher styles:
- shy vs. gregarious
- formal vs. informal
- reserved vs. open, transparent
- understated vs. dramatic
- rational vs. emotional
- steady vs. variety of moods
- serious vs. humorous
- restrictive vs. permissive
behavior of students:
- discipline -> be comfortable with the position of authority, gain the respect of students
by treating them all with equal fairness, state clearly and explicitly the expectations
regarding behavior in class, attendance, and any extra-class obligations; be firm but
warm in dealing with variances to these expectations, remind, reprimand or give other
verbal disciplinary action preserving the dignity of the student, resolve disciplinary
matters outside of class time, try to find the source of the problem rather that treating
symptoms
- cheating (usually because of the pressure to excel)
unplanned, unexpected, midstream lesson changes (e.g. students or teacher digress and
throw off the plan for the day, an unexpected but relevant question, some technicality, a
question to which the teacher doesnt know the answer to, there is not enough time) -> stay
calm, assess the situation quickly, make a midstream change in the plan, and allow the lesson
to move on
adverse circumstances:
- large classes: ability across students varies, individual attention is minimized, student
opportunities to speak are lessened, teachers feedback on students written work is
limited -> learn names, interactive work, make them feel as a part of a community, pair
work to practice performance, more listening, peer editing, feedback and evaluation;
range of extra-class work from minimum to all students to challenging tasks for better
students, spread collecting written works over time, set up learning centers, informal
conversation and study groups
- institutional conditions: individual in charge (director or principal), administrative
constraints - large classes to allow for the kind of results the administration expects,
bad physical conditions in the classroom, administratively imposed constraints on what
has to be taught or how it should be taught, test-focus rather than language-focus ->
compromise, diplomacy

creating a positive classroom climate:

- establishing rapport (relationship or connection with students, built on trust, respect and
which leads to students feeling capable, competent and creative): showing interest in
each student as a person, giving feedback on each persons progress, openly soliciting
ideas and feeling, valuing and respecting what students think and say, laughing with
and not at them, working with them as a team and not against them, developing a
general sense of vicarious joy when they learn something or otherwise succeed.
- praise and criticism (balanced)
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energy
Teacher Roles

A teacher can play many roles: authority figure, leader, knower, director, manager, counselor,
guide, even a friend, confidante, parent.
- controller: tied to classroom discipline
- director: giving instructions, directing the activities in the classroom
- manager: planning materials, keeping track of the grades, has to do with administration
- facilitator: leads, inspires students, motivating to do the activity
- resource: providing answers to students questions
willing acceptance of roles and consistent fairness to all students equally
cultural expectations:
expected to have all answers
expected to suppress emotions
interpret intellectual disagreement
personal disloyalty
reward students for accuracy

allowed to say I dont know

allowed to express emotions
as interpret intellectual disagreement as a
stimulating exercise
reward students for innovative approaches to
problem solving
students admire teachers brilliance
students admire teachers friendliness
students should speak only when called on
students are encouraged to volunteer their
thoughts
never lose face -> loss of respect
can admit they are wrong and maintain
respect
students expect the teacher to show the way teacher expects students to find their way

Coursebook Analysis and Selection

piloting, seeking opinions of practicing teachers, students views on usefulness, detailed

analysis
steps:
1. analysis: set of criteria, seeking information in a range of categories (e.g. checking the
contents, additional materials, etc.)
2. interpretation (of the data obtained in the analysis)
3. evaluation: value judgments, looking at the concrete teaching context (age, knowledge,
needs, interests, teacher and learner expectations, methodological preferences, etc.) and
institutional requirements
4. selection: matching the features identified during the previous stages against the
requirements of a particular learning/teaching situation taking into consideration also
price, authorship (ethical issues, profit)
!questioning
uses of coursebooks:
- followed closely: in settings with a centrally set syllabus or officially approved
coursebook
+ for inexperienced and untrained teachers
- lack of variety, spontaneity, and flexibility
- reduced response to individual needs and problems
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- reduced level of creativity in teaching technique and language use

- balanced relationship between teacher and coursebook: basic coursebook as a
framework with materials from a range of alternative courses, and supplementary
materials
+ there is a common framework
+ less experienced teachers can rely on the coursebook, but they can develop and
become less dependent on it
+ weaker parts can be replaced with other material
+ more variety of classroom activity and teaching technique
+ more flexible response to individual students needs
- no set cousebook: lessons constructed from a large array of published, in-house and
individually produced material
Depends on:
- type of educational system/environment
- syllabus/materials constraints imposed by education authorities
- culture and expectation of learners
- nature and amount of teacher training
- teachers experience and confidence
- teachers command of English
- availability of alternative coursebooks and resources for materials

types of evaluation:
1. pre-use evaluation: looking at the future potential performance of the coursebook
2. in-use evaluation
3. post-use evaluation: retrospective assessment of a coursebooks performance, useful
for identifying strengths and weaknesses
a) evaluating for potential: in general, what it might be good for
b) for suitability: matching a coursebook against a specific requirement

purposes of coursebook evaluation:

- SWOT (strengths, weaknesses, opportunities, threats) analysis: is it sufficient,
inadequate, are there gaps to be filled
- new material selection
- teacher-training: doing it in order to learn how to do it
- teacher development
+ contribution to making new and better cousebooks
guidelines:
1. the coursebook should correspond to the learners needs, they should match the aims
and objectives of the language-learning programme
2. the coursebook should reflect the uses (both present and future) which learners will
make off the language
! needs analysis ESP
3. the choice of coursebook should answer the needs of all students
4. the coursebook should offer support for learning (both the students and the teachers)

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Planning Courses and Lessons

macro level
Things to consider:
- What will you teach? What is the syllabus? What kind of course will it be?
The syllabus provides a long-term overview. It lists the contents of a course and puts
the separate items in order. In some schools, it might simply be the coursebook, where
in others there might be a more detailed requirement. A syllabus can be mainly
grammatical, or functional, or lexical. Alternatively, it may be based on skills work, or
contain a mixture of work on systems and skills. Some syllabuses describe course
content in terms of topics or tasks.
- How will you sequence all the elements? What is the work plan or timetable?
In school management timetabling refers to the preparation (by a head teacher, head of
department, or director of studies) of an overview master plan of which classes are
with which teachers in which rooms at which times. For a teacher, timetabling (or
work plan, or scheme of work) refers to the day-to-day, week-to-week decisions about
how to interpret a syllabus into a series of lessons.
1. skeleton timetable: sketchy, general, just names of lessons, or coursebook page
numbers (used for planning the overall shape of a week or course)
2. detailed plan: contains more information, specifying exactly what is to be done, it
contains topics, subtopics (does not allow a general overview, used for keeping
accurate record of the course and for informing other about what is done in class)
Selecting lesson content:
- learner needs
- coursebook, academic timetable
- plan (by the Ministry of Education)
practical reasons: replacement teacher, merging groups, etc.
in some cases there is more freedom -> course design
CEFR (Common European Framework of Reference)
- new approach: can do previous approaches looked at flaws and problems and
described what learners needed to know, this deals with a prescribed goal, what
students will be able to do
- new cousebooks
steps:
1.
2.
3.
4.
5.

assess duration of the period for which you are planning

consult syllabus
review learner needs: needs analysis, questionnaire, data from old/new students
decide what the aim or aims are
choose the components you are going to include: decide if you want to plan in terms of
language systems and skills, tasks, or something else (exam items, texts, topics)
6. prepare a grid (table with details about the course)
! ALWAYS MAKE SURE TO PLAN IN TESTS AND REVISION: 80-85% is teaching,
10-15% are tests and revisions

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The Principles of Hybrid Teaching

classroom + online resources

CALL (Computer Assisted Language Learning) -> internet (Web 2.0, read-write web, blogs,
forums, chat rooms)
unidirectional (passive) -> bidirectional (interactive)
formal learning -> informal interactions and contact
distance learning, learning as pleasure
todays generation: Prensky
1. digital natives (different approach to materials and information sources, processing,
and communication need for cyclical dynamics)-students born after digital
revolution
2. digital immigrants-teachers

virtual collaboration and interaction: better, changed, richer teaching process, personalized
content, positive affective environment
features:
- task
- technology (I(nformation)C(omunication)T(echnology))
- participants
- prior knowledge, experience, culture, etc.
- physical environment (the ability to participate)
- social environment
types:
o according to types of participants:
1. between students
Writeboard
- on-line multi-user access to documents
- tracking and comparison options
- no formatting options
2. between staff
- features: formal or informal, free, participants are equals (except the
administrator), communication is mediated
teachingenglish.org.uk
- virtual, asynchronous collaboration between teachers
(discussions, seminars, conferences, courses, research,
professional development)
- teaching resource database (materials, articles, references)
- teacher development
- forum, blogs, regional bulletins, networks, polls, video
discussions
Skype in the Classroom
- an educational platform, a social network of teachers, students
and institutions, with the possibility of real-time collaboration
- searching for and connecting teachers
- resource database (no review process)
- free conference calls
- recording and Whiteboard options
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3. for creating teaching materials

4. teaching joint courses, programs
o according to the level:
1. on the level of group
2. on the level of class
3. on the level of school/university
4. on the national level
5. on the international level
o according to the type of interaction:
- direct (between students)
- indirect (teacher providing materials or data)
o according to purpose and duration:
- formal: lasting from one class to several weeks, enhancing the learning
process and using collaborative potential
- informal: the purpose is to create an environment for active learning
factors affecting success:
1. the existence of a mutual goal (in on-line collaboration, it exists from the beginning,
since participants are not connected by physical space, but shared interests)
2. shared responsibility
3. interdependence of students
4. students achieving agreement based on open dialogue
+ type of task, amount of joint knowledge, readiness for cooperation, styles, personality,
etc.
-> teacher as a neutral party, an arbitrary
problems:
- not efficient/productive in every situation (e.g. generating new ideas)
- less work done by individuals, i.e. leaning on the group
- cultural differences, individualistic cultures
- time needed by the teacher to set up collaboration
- lack of experience
positive sides:
- argumentation, selection of information, synthesis and analysis skills
- higher quality of learning (based on experience and mutual understanding)
-technology motivates: both teachers and students benefit from it
-unlimited choice of multimedia resources interactive, authentic material
-faster feedback, direct communication-ss feel more comfortable to ask questions

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