Community Language Learning ( CLL )
- 1. Community Language Learning ( CLL )
- 2. • 1 – Background • 2 – Theory of language and learning • 3 – Design ( Objectives , Syllabus , Activities , roles of learners and teachers , material ) • 4 – Procedure
- 3. A specialist in counseling and a professor of psychology . Charles A. Curran
- 4. Background • CLL was developed by Charles A. Curran , • His application of psychological counseling techniques to learning is known as Counseling – Learning . • The term counseling means one person giving advice , assistance , and support to another who has a problem .
- 5. • CLL redefines the roles of teacher and learner. • Teacher = Counselor Learner = Client • CLL is also an example of Humanistic Approach , since it deals with the emotions and feelings as well as with linguistic knowledge and behavioral skills . • Humanistic techniques are those that blend what the student feels , thinks and knows with what he is learning .
- 6. • Humanistic techniques engage the Whole Person , including the emotions and feelings as well as linguistic knowledge and behavioral skill . • Whole person learning means that teachers consider not only their students’ intellect , but they also have some understanding of the relationship among students’ feelings , physical reactions , and desire to learn .
- 7. Theory of language and learning • Theory of language : Curran himself wrote little about his theory of language . • His student La Forge ( 1983 ) seems to accept that language theory must start with criteria for sound features , the sentence , and abstract models of language . • The foreign language learners’ tasks are to understand the sound system , derive meaning , and develop a basic grammar of the l2 .
- 8. • La Forge also elaborates on the interactional view of language underlying CLL . • Language = people . • Language = persons in contact . • Language = persons in response . • CLL interactions are of two kinds : • Interactions between learners and • Interactions between learners and knowers .
- 9. • Interactions between learners : • are unpredictable in content but typically involve exchanges of emotion . • Learners are intimate as they become a community of learners and the desire to be a part of this growing intimacy pushes learners to keep pace with the learning of their peers . • Interactions between learners and knowers : • Is initially dependent . • The learner tells the knower what he or she wishes to say in target language and the knower tells the learner how to say it .
- 10. • Theory of learning : Curran’s counseling experience led him to conclude that the techniques of counseling could be applied to learning in general ( Counseling Learning ) , and to language teaching in particular ( CLL ) . • The CLL view of learning is a holistic one , since true human learning is both cognitive and affective ( This is termed whole-person ). • Such learning takes place in a communicative situation where teachers and learners are involved in an interaction .
- 11. • The process is divided into five stages and compared to the development of a child . • Five stages are both psychological and linguistic . • The first three are entry stages and the last two are of increasing maturity .
- 12. • In the first , birth stage , feeling of security and belonging are established . • In the second , the learner begins to achieve a sense of independence from the teacher . • By the third ,the learner speaks independently • The fourth stage sees the learner as secure enough to take criticism . • By the last the learner merely works upon improving style and knowledge of linguistic appropriateness .
- 13. • According to Curran there are six factors which are essential to non-defensive whole person learning process . • 1- A sense of security . • 2- Paying attention to language in all its forms. • 3- Experience a feeling of self-assertion and aggression when ready . • 4- Reflection and participation in class activities . • 5- Internalization by retention at a deep level . • 6- Discrimination among the various elements of language and their functions .
- 14. Design • Objectives : The goal of this method is attaining near-native mastery of the target language . Specific goals include developing a whole person learning process and a trusting relationship among the members of the class .
- 15. • The syllabus : CLL does not use a conventional language syllabus , which determines in advance the grammar , vocabulary , and other items to be taught in specific orders . • The course progression is topic based with learners choosing the message they wish to communicate to other learners in the class . • It evolves its own syllabus .
- 16. • Type of learning and teaching activities : • CLL combines innovative learning tasks and activities with more traditional ones . • They include : • 1- Translation 2- Group work • 3- Recording 4- Transcription • 5- Analysis 6- Reflection and Observation • 7- Listening 8- Free conversation
- 17. • Learner roles : • Learning is not viewed as an individual accomplishment but as something that is achieved collaboratively . • Learners become members of a community . • Learner = Client • Learn through counseling with their teacher and classmates . • They listen carefully to the knower , repeat the target utterances , support fellow members of the community , report deep inner feelings , and act as counselors to other learners .
- 18. • CLL compares language learning to stages of human growth . Therefore , the learner plays many different roles in the process of maturation . • Stage 1 , like an infant , completely dependent , repeats utterances , overhear other interactions . • Stage 2 , a measure of independence , produce simple expressions .
- 19. • Stage 3 , the separate-existence stage , begin to understand directly in the target language . • Stage 4 , a kind of adolescence , functions independently , ask for correction . • Stage 5 , independent stage , improve their understanding of register as well as grammar , add native like constructions to their language.
- 20. • Teacher roles : • Plays the role of counselor . • Respond calmly and nonjudgmentally . • Having a supportive manner . • Help the client to understand the problems better . • Provide a safe environment .
- 21. • More specific teacher roles are : • Provide target language translations . • Monitoring learner utterances . • Providing assistance when requested . • May intervene directly to correct the problem. • Advise on usage of grammar .
- 22. • The role of instructional materials : • Since a CLL course develops out of the interactions among the members of the community , a textbook is not considered a necessary component . • Material may be developed by the teacher as the course develops . • Conversation may also be transcribed and distributed for study and analysis . • Learners may work in groups to produce their own materials .
- 23. • Procedure : • Consists of six to twelve students sitting in a circle . • Students have visual contact with each other . • Teacher is out of the circle . • Teacher walks behind the students to provide assistance .
- 24. • Activities of the class : • 1- The students introduce themselves to each other in L1 . • 2- The teacher explains the goals and activities of the course . • 3- A conversation in L2 takes place : • 4- Students think about the process and they are asked to express their feelings about the experience .
- 25. • 5- The instructor chooses some sentences from the recorded material and writes them on the board to discuss the elements of grammar , spelling , and capitalization . • 6- Students are encouraged to ask questions . • 7- Students are encouraged to copy sentences from the board with notes on meaning and usage .
- 26. • By Ehsan Zolfaghari • Zolfaghari34@gmail.com