The classroom dynamics of information gap activities

Abstract

British pedagogues developed the concept of the information gap and activities that reproduce it in language classes. The gap refers to the fact that all people possess information unknown to others and that when a need arises to overcome the gap, communication takes place. Activities that exploit this theory are known as jigsaw or information gap activities (IGAs). The author summarizes theories behind peer interaction in language learning and describes the construction of IGAs from authentic documents. He uses a time-based approach to study four elementary French classes to determine the most effective strategies for using IGAs in small-group work. By controlling the information deleted and pinpointing what is to be found, teachers can create efficient, high-language-use activities that teach not only linguistic skills but also essential cultural information.