community language learning 2011

8/4/2019 COMMUNITY LANGUAGE LEARNING 2011

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COMMUNITY LANGUAGECOMMUNITY LANGUAGELEARNINGLEARNING


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Developedby CharlesA. Curran

Developedby CharlesA. Curran

Professorofpsychology

at LoyolaUniversity,Chicago.

Professorofpsychology

at LoyolaUniversity,Chicago.

Specialist in

counseling

Specialist in

counseling


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COMMUNITYLANGUAGE LEARNING

COUNSELING-LEARNINGAPPROACH

BY CHARLES CURRAN

INFLUENCED BY ROGERS

HUMANISTIC PSYCHOLOGY

Adultsfeelthreatened by new

learning situations

ADULT

LEARNING


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COUNSELING LEARNING

Psychological counselingtechniques tolearning

Used by

COMMUNITY LANGUAGETEACHING


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principlesoflearningtheory

counselingattitudesand

techniques

Thecounseling-learningmethod

Teacher as acounselor

Student as aclient

Counselingroles


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Community Languageteaching is based on the:

HUMANISTIC

APPROACHAffectiveeducation iseffectiveAffectiveeducation iseffective

education.education.


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Humanistic techniques engageHumanistic techniques engage

thethe whole personwhole person,,

emotions andemotions and

feelings (thefeelings (theaffective realm)affective realm)

linguisticlinguistic

knowledgeknowledgeand behavioraland behavioral

skillsskills


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Humanistic education strives toHumanistic education strives to

integrate the subject matter andintegrate the subject matter and

personal growth dimensions intopersonal growth dimensions into

the curriculumthe curriculum..


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Humanistic education is a wayof

relating thatemphasizesself-

discovery,introspection,self-

esteem, and getting in touchwith thestrengths and positive

qualitiesofourselves and

others.


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THEORY

OFLANGUAGE


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STRUCTURALISM

La Forge (1983) stated thatlanguagemaystartwith sound

features, thesentence, and

abstractmodelsoflanguage.

Theforeign language tasks are:

to apprehend thesound system,assign fundamentalmeanings, and

to construct a basic grammarof

theforeign language.


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Language asSocialProcess

Communication: ismore than a

message transmitted from a

speaker to a listener.

Speaker issubject and objectof

hisown message.

Communication is an exchange

which is incompletewithout a

feedbackreaction from the

destineeof themessage.


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Language is people, languageis persons incontact,language is persons in

response. (LaForge 1983)


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CLL interactionsare of two distinct and

fundamental kind

Interaction

betweenlearners

Unpredictablein content

Involve exchangesof affect

Interaction between

learners andknowers

Stages: DependentSelf-assertive

Resentful and indignantTolerant Independent


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THEORY OFLEARNING


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HOLISTIC LEARNING

1) AFFECTIVE:It follows Krashens Monitor

Theory (Affective Filter

Hypothesis)2) COGNITIVE:

Cognitive Theory where thehuman mind is active .


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STUDENTS

WHOLEPERSONS

INTELLECT

DESIRE TO

LEARN

INSTICTIVEPROTECTIVEREACTIONS

PHYSICALREACTIONS

FEELINGS


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1 Birth stage:feelingsofsecurity and belonging areestablished.

3

Aslearners abilities improve, thelearner, aschild,begins to achieve a measureof independencefrom theparent.2

Thelearner speakes independently and may needto assert hisown identity,often rejecting unasked-for advice.

5

Thelearner issecureenough to take critisism.

4

Thelearnermerelyworksupon improving style andknowledgeoflinguistic appropriateness


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SIX NECESSARY ELEMENTS FOR NONDEFENSIVELEARNING

1:SECURITY: Unlesslearnersfeelsecure, theywillfind it dificulttoenter into a succesfullearning experience.

2: AGRESSION: Opportunities toshow hisknowledge.

3: ATTENTION. Variety in thelearners tasks

4: REFLECTION: On thelanguage and on the activeexperiencetheywere having.

5: RETENTION: Integration ofthe newmaterial that takesplacewithin thewholeself.

6: DISCRIMANATION:Sorting out theformsofthe targetlanguage.


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LEARNERS

becomemembers of a

community

learning isachieved

collaboratively


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ROLE OF THELEARNER

STAGE I, II, III:VERY DEPENDANT

UPON THETEACHER

STAGE IV: Theybecomemore

independent becauseoftheir greater

security

STAGE V: Accuracyis subordinate to

fluency


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Senseofself-worth

They grow in ability. Theygetmore independant

Start to acceptcriticism

Initiateinteraction

Expectedtolisten

attentively

LEARNERS

ROLES


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Dependanton thelearner

Intervenesdirectly to correctwrong utterances

Provides assistancewhen requested

Monitors learnersutterances.

Supportive role. Provides targetlanguage translations and

models for imitation

TEACHERS

ROLES


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GOALS OF TEACHERS:

They want their students to:

Learn how touse the targetlanguage communicatively

Learn about theirown learning

Increase theirresponsibility about it.

Learn how tolearn fromone another

Accomplish it in a non-defensive

manner


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The teacher isresponsibleforproviding a safe anvironment.

Security is a culturallyrelativeconcept.

Thesecurityof thestudents isnever absolute.


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PROCEDURES

Stage 1- Reflection

Stage 2 Recorded

conversationStage 3 - Discussion

Stage 4 - Transcription

Stage 5 - Language analysis


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TECHNIQUES

1) Build relationship2) Explain procedure

3) Set time limit

4) Language for communication

5) Human Computera- teacher stands behind students

b- teacher repeats , doesnt correct

c- interaction among students

d- students feel in control /responsible


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6) Native language + translation

7) Reflect on experience , talkabout feelings

8) Teacher = counselor = he understands, he

listens

9) Accepting , non-threatening atmosphere,Non-defensive learning => security,

involvement, attention, reflection,

retention, discrimination

10) One task at a time11) Cooperation , no competition


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12) Language Experience

Approach: create a story after anexperience , feelings are the main

focus

13) Teacher-student centered : both

are decision-makers14) Syllabus designed by students

at the beginning

15) Creative thinking + self-evaluation

16) Integrative Test : Paragraph

writing or oral interview


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Community language learning: Evaluation

Discuss these questions with your partner:

1. Did you enjoy todays lesson? Why?2. What did you enjoy most?

3. What did you dislike?

4. Did you feel forced to speak?

5. Did you enjoy speaking?

6. Did you enjoy listening to the recordedconversation?

7. Do you think it was a useful lesson? Why? / Why

not?

8. Did you feel in control of the lesson?9. Did you speak more than you normally do?

10. Did you enjoy analysing the language?

11. What did you learn from todays lesson?


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For and against CLL

Pros

Learners appreciate the autonomy CLL

offers them and thrive on analysing their

own conversations.

CLL works especially well with lower

levels who are struggling to produce

spoken English.

The class often becomes a real

community, not just when using CLL but

all of the time.

Students become much more aware of

their peers, their strengths and

weaknesses and want to work as a

team.


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Cons

In the beginning some learners find itdifficult to speak on tape while others

might find that the conversation lacks

spontaneity.

We as teachers can find it strange togive our students so much freedom and

tend to intervene too much.

In your efforts to let your students

become independent learners you canneglect their need for guidance.

community language learning 2011

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