community language learning

COMMUNITY LANGUAGE LEARNING

CLL

Historical Overview Developed by Charles A.

Curran and his associates in Chicago.

Influenced by Carl Rogers’ humanistic psychology.

IntroductionCLL represents the use of Counseling-Learning theory to teach language.

In humanistic psychology, Curran found that person often feel threatened by a new learning situation or fear that they will appear foolish.

A way to deal with the fears of students is for teachers to become language counselors.

CLL advises teachers to take their students as “whole person.”

T – S RelationshipI. ROLE

Teacher’s Role : a counsellor Student’s Role : a client

T – S RelationshipII. Interaction

Teacher – Student

Centered

Teacher’s Part

Student’s Part

Teacher’s PartFacilitate student’s ability

to express something in

target language.Provide direction.Structure the class.

Student’s PartBecome members

of a community.

Be assertive to

have conversation.Take more and

more responsibility.Interact with each

other.

T – S Relationship

GOALS

Teachers want their students to learn how to use the target language communicatively.They want their students to learn about their own learning.They want their students to learn how to learn from one another.

The Techniques of the CLL Method Tape recording student

conversation

This technique used to record student produce language as well as give the opportunity for community learning to come about.

The Techniques of the CLL Method

Transcription

Students make the transcription of their conversation that have been recorded.

The Techniques of the CLL MethodReflection on Experience

The teacher give the students the opportunity to reflect on how they feel about the language Learning experience. Themselves as learners, and their relationship with one another.

The Techniques of the CLL Method

Reflective Listening

The students relax and listen to their own voices speaking the target language on the tape.

The Techniques of the CLL Method

Human Computer

A student chooses some part of the transcript to practice pronouncing.

The Techniques of the CLL MethodSmall Group Task

Small groups might be asked to make new sentences with the words on the transcript. Then, groups shared the sentences they made with the rest of the class.

The Important Aspects in CLLSA R D

The Important Aspects in CLLSecurity

non-threatening learning

environment

The Important Aspects in CLLAttention and Aggression

Ability to attend to many factors in learning so the students don’t lose the learning.Actively involved in the learning experience.

The Important Aspects in CLLReflection and Retention

When Ss reflect on the language as the teacher reads the transcript three times; when Ss are invited to stop and consider the active experience they have.The integration of the new material that takes place within the whole self.

The Important Aspects in CLLDiscrimination

Sorting out differences among target language forms such as Human Computer.

Areas of language and language skills that are emphasized

The students produce what they want to be able to say in the target language.

Grammar points, pronunciation patterns, and vocabulary are worked, based on the language the students have produce.

The most important skills are understanding and speaking.

How does the teacher respond to student errors?

Teachers should tell it in a non-threatening way. Teacher repeat correctly what the student has said incorrectly.

STRENGTHS

NonthreateningStudent

independence.Emphasizes the

humanistic side, and not merely its linguistic dimension

WEAKNESSES

Teacher poor translator?The teachers may not

have special training to attempt counselling.

CONCLUSIONLearning is persons: whole-person language takes place best in a relationship of trust, support, and cooperation between teacher and students and among students. CLL places unusual demands on language teacher. They must be highly proficient and familiar to the role of counselor. So, special training in CLL technique is usually required.

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