Plurilingual Cooperative Learning in Higher Education: A Structural Framework for Equitable Success

Abstract

This research study proposes a framework to support plurilingual education in higher education settings. The Cooperative Structural Framework, grounded in cooperative learning theory and practice, draws on established principles such as positive interdependence, individual accountability, and parallel interaction. Empirical research was conducted in a higher education setting, where the author examined the performance of monolingual and multilingual university groups. The author investigated the difference between the monolingual control groups and the multilingual experimental groups using the Two-Sample t-Test method, then applied ANOVA to investigate whether there were differences among the subgroups with different linguistic backgrounds and finally used the Tukey HSD post hoc test to determine which subgroups showed significant differences. Empirical evidence from this experimental project confirms the effectiveness of the structural framework of cooperative learning in fostering inclusive, participatory, and equitable learning among linguistically diverse student cohorts.