A real experience in a high complexity school: Modelling small group conversations through coteaching in CLIL

This paper aims to explore whether learning through coteaching promotes students’ speaking improvement. It has two objectives: (a) to explain the implementation of a coteaching model in a Project-based-learning (PBL) context through a foreign language (L2) in a high complexity primary school in Barcelona, Catalonia, and (b) to analyse how teachers, through coteaching, model L2 conversations to improve students’ discussions in small groups and their decision-making. As regards the implementation, the two teachers modelled interactions in the target language and provided the necessary scaffolding using visual aids and language support charts. Then students worked in small groups using a cooperative learning strategy called “Think-Pair-Share” (TPS) strategy. Regarding the coteaching model, the analysis of the video recorded lesson showed that the co-teachers’ prior modelling of the conversation in L2 together with scaffolding and cooperative learning techniques helped to promote students’ engagement and to improve their language fluency. These findings suggest that coteaching increased their participation in speaking activities, enhancing their confidence, and enriching their vocabulary repertoire. The article ends with some reflections on coteaching, the impact of modelling and the use of cooperative strategies on the students’ active learning process and the implications for teacher professional development.