Influence of cooperative learning strategies for English Language Learners with disabilities

Abstract

Research has shown the amounts of English Language Learners (ELLS) with disabilities are on the rise in the United States. Parallel to the rise of ELLs with disabilities, are the struggles these types of students endure in the classroom. This study investigated the use of specific Kagan cooperative learning structures in the classroom with ELLs with disabilities and if students’ engagement, motivation, and other positive outcomes were affected by these strategies. This study also investigated teacher perspectives in regards to Kagan cooperative learning strategies. Further, a case study was conducted evaluating the use of Kagan cooperative learning structures in the classroom, when implemented by two special education teachers. Overall, findings distinguished that when specific Kagan strategies were implemented in a classroom with ELLs with disabilities, these students experienced increased motivation, engagement, self-esteem, confidence, and peer-acceptance. Findings also determined the teacher perspectives were conclusive with previous literature and were affirmative. Implications for further research are discussed in regards to Kagan cooperative learning strategies use in the classroom.