Community language learning 1
- 1. LANGUAGE SCHOOL COMMUNITY LANGUAGE LEARNING NAMES: Jojaira Hernández Gisell Lema Mayra Quiroz
- 2. ORIGIN Community Language Learning (CLL) is the name of a method developed by Charles A. Curran and his associates in Chicago, 1955. Curran was a specialist in counseling and a professor of psychology at Loyola University, Chicago. His application of psychological counseling techniques to learning is known as Counseling-Learning. Community Language Learning represents the use of Counseling-Learning theory to teach languages.
- 3. INTRODUCTION Community Language Learning advises teachers to take their students as “whole person.” Whole person learning means that teachers consider not only the students’ intellect but also their feelings. Teachers become “language counselors” and give no threatening to students.
- 5. UNIQUE FEATURES Students decide topics Teacher translates Teachers are “counselors” Students are “clients” 100% safe Learning is inductive
- 6. HOW IT WORKS IN THE CLASSROOM
- 7. We start with students sitting in a circle around a tape recorder to create a community atmosphere. The students think in silence about what they'd like to talk about, while I remain outside the circle. The students think in silence about what they'd like to talk about, while I remain outside the circle. To avoid a lack of ideas students can brainstorm their ideas on the board before recording. To avoid a lack of ideas students can brainstorm their ideas on the board before recording.
- 8. Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English. With higher levels if the students feel comfortable enough they can say some of it directly in English and teacher gives the full English sentence. When they feel ready to speak the students record their sentences. They're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.
- 10. Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help. The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.
- 11. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.
- 12. S-T RELATIONSHIP I. Role 1. Teacher’s role: a counselor 2. Student’s role: dependent → independent I. Interaction Teacher-Student-Centered 1. Teacher’s part a. In charge & provide direction b. Structure the class c. Physically remove from the circle 2. Student’s part a. Be assertive to have conversation b. Take more and more responsibility c. Interact with each other
- 14. TEACHER’S ROLE The counselor's role is to respond calmly and non- judgmentally, in a supportive manner, and help the client try to understand his or her problems better by applying order and analysis to them. There is also room for actual counseling in Community Language Learning. Explicit recognition is given to the psychological problems that may arise in learning a second language.
- 15. TEACHER’S ROLES The teacher monitors learner utterances, providing assistance when requested.
- 16. The teacher's role is initially likened to that of a nurturing parent. The student gradually "grows"' In ability, and the nature of the relationship changes so that the teacher's position becomes somewhat dependent upon the learner.
- 17. The teacher is responsible for providing a safe environment in which clients can learn and grow.
- 18. TYPES OF LEARNING AND TEACHING ACTIVITIES
- 21. It implies giving support to fellow learners and acting as a counsellor for other students.
- 22. •Students determine content. Learners learn through interacting with members of the community and establish an interpersonal relationship. •CLL compares language learning to the stages of human growth. Stage 1 the learner is like an infant. Stage 1 the learner is like an infant. Stage 2 the "child achieves a measure of independenc e from the parent”. In stage 3 "the separate- existence stage“ Stage 4 may be considered a kind of adolescence Stage 4 may be considered a kind of adolescence In Stage 5 is called "the indepen dent stage In Stage 5 is called "the indepen dent stage
- 23. ADVANTAGES Student interest Student independence Students learn inductive techniques Nonthreatening The councelor allow the learners to determine type of coversation and to analyze the language inductively. The student centered nature of the method can provide extrincic motivation.
- 24. DISANVANTAGES Time wasted Teacher poor translator? Students have mix of languages Not enough time in school Risks can be good The counselor/teacher can become too non directive. Students often need directions . The inductive learning method. Translation is a difficult task.
- 25. 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. Learning is dynamic and creative: learning is a living and developmental process.