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Bridging Inequality: Cooperative Learning through Literature in Two Vulnerable Schools in Santiago
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de la Barra, Erika; Carbone, Soffía – PROFILE: Issues in Teachers' Professional Development, 2020
This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through…
Descriptors: Equal Education, Cooperative Learning, Literature, Disadvantaged Schools