Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context




Collaborative work, collaborative room, interaction, technology-supported input, negotiation in children, collaborative learning spaces, children's reaction to collaboration


Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.


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Author Biographies

Daisy Catalina Carvajal Ayala, Universidad EAFIT, Colombia

Finished her MA in Teaching English as a Foreign Language from Universidad Internacional Iberoamericana (UNINI) in Arecibo, Puerto Rico. She holds a BA in Modern Languages Teaching from the University of Quindío.  She is an English teacher at EAFIT university.

Ricardo Alonso Avendaño-Franco, Universidad EAFIT, Colombia

finished his MA in Teaching and Learning Foreign Languages from University of Antioquia. He holds a specialist degree in Education and a BA in Modern Languages Teaching. He is the academic coordinator of the English programs for Children and teenagers at EAFIT university and is a member of the research group of language teaching and learning from the same university.


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How to Cite

Carvajal Ayala, D. C., & Avendaño-Franco, R. A. (2021). Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context. GIST – Education and Learning Research Journal, (22), 199–226.