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Cooperative learning has a fifteen year history of research and application in primary and middle schools throughout the United States, Canada, Europe, and Israel. This paper briefly describes that history in terms of research conducted in primary education and in foreign‐ and second‐language education. It also outlines the components that make up cooperative learning. The discussion then describes a specific application of some cooperative learning structures in a post‐secondary foreign language classroom. The paper notes examples of successful structures as well as student reactions to the experiment and an assessment of the results.

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