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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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