This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students' performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners' learning strategies and personal growth.