Community Language Learning

1. Community Language Learning

2. Background • Charles A. Curran a specialist in counseling and a professor of psychology Application of psychological counseling techniques to learning Counseling-Learning (CL) language teaching Community Language Learning (CLL)

3. Background

4. Theory of Language Language as social process the definition of communication communication ≠ message transmission

5. Theory of Language • Comparison of the information-transmission model (left) and the social-process model (right) of communication Verbal verbal/nonverbal Sender Message Receiver Sender Message Receiver

6. Theory of Language • Social-process view of language • 1. the whole-person process √ • 2. the educational process • 3. the interpersonal process √ • 4. the developmental process • 5. the communicative process √ • 6. the cultural process

7. Theory of Language • 3. The interactional view of language “ Language is people; language is persons in contact; language is persons in response”(1983:9) interactions between learners CLL interactions interactions between learners and knowers

8. Objectives • No specific objectives • The teacher can successfully transfer his or her knowledge and proficiency in the target language to the learners, which implies that attaining near-native like mastery of the target language is set as a goal

9. Syllabus • CLL– the teaching of oral proficiency • A CLL syllabusthe interaction between the learner’s expressed communicative intentions and the teacher’s reformulations of these into suitable target language utterances

10. Tasks and Activities • 1. translation • 2. group work • 3. recording • 4. transcription • 5. analysis • 6. reflection • 7. listening • 8. free conversation

11. Learner Roles • “whole person” process, 5 stages • Different stage, different role • 1. “infant”– completely dependent on the knower for linguistic content • repeat & overhear • 2. “child achieving a measure of independence from the parent”—learners begin to establish their own self-affirmation and independence • use simple expressions and phrases • 3. “the separate-existence stage” understand and resent uninvited assistance • 4. “a kind of adolescence”– the learner functions independently elicit from the knower the advanced level of linguistic knowledge & “psychological understanding” 5. “the independent stage” language refining and new counselors

12. Teacher roles • 1.Functions of the counselor: to respond calmly and nonjudgmentally to help the client and to understand his or her problems better by applying order and analysis to them • 2.5 stages: • provide translation and a model of imitation • monitor learner utterances and provide assistance when requested • correct deviant utterances, supply idioms and advise on usage and fine points of grammar A sense of self-worth through the student’s requests for assistance

13. Teacher roles • 3. safe environment provider • The teacher is responsible for providing a safe environment in which clients can learn and grow • What we have mentioned in SARD • Two points to notice: • 1. Security is a culturally relative concept • 2. It may be undesirable to create too secure an environment for learners