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.

Introduction • CLL represents the use of Counseling-Learning theory to teach language. • In humanistic psychology, Curran found that personoften 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 Relationship • ROLE • Teacher’s Role : a counsellor • Student’s Role : a client

T – S Relationship • Interaction

T – S Relationship Student’s Part • Become members of a community. • Be assertive to have conversation. • Take more and more responsibility. • Interact with each other. Teacher’s Part • Facilitate student’s ability to express something in target language. • Provide direction. • Structure the class.

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 Method • Reflection on Experience The teacher give the students the opportunity to reflect on how they feel about the language Learningexperience. Themselvesas learners, and their relationship withone 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 Method • Small 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 CLL S A R D

The Important Aspects in CLL • Security non-threatening learning environment

The Important Aspects in CLL • Attention 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 CLL • ReflectionandRetention 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 CLL • Discrimination 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 • Nonthreatening • Student 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.

CONCLUSION Learning 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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COMMUNITY LANGUAGE LEARNING