Cooperative Learning (CL), underlying its theoretical framework, social interdependence theory, has beenpopularly implemented in various settings of small group function in school education and business. The applied strategies of CL in academic settings especially in the field of Second Language (L2)havebeen valued regarding theeffects on Second Language Acquisition(SLA) and learning achievement.This exploratorystudyhasadopted creative CL designs when examining CL outcome in L2 performance among learners in bilingual settings. The value of such an investigation is in providing more creative perspectives on language teachingin bilingual settings.An exploration of creative thinking in CL, content-based, task-based,language integrated-skill instruction as well as learning achievement in academic performancewere revealed asobserved in the cognitive-developmental aspects and in the applied sociolinguistic context.
