Community language learning
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The Community Language Learning (CLL) method involves 5 stages: (1) reflection on conversations between learners and counselors, (2) recorded conversations, (3) discussion of conversations, (4) transcription of conversations, and (5) analysis of language used. It focuses on building learner independence and community through small group tasks, reflection, and transcription of conversations. While CLL gives learners autonomy, some challenges include counselors being too non-directive, learners' initial difficulty speaking on recordings, and lack of spontaneity in early conversations.
Community language learning
- 1. (CLL) Community Language Learning
- 2. Origin Charles Curran Paul La Forge Carl Rogers
- 3. Stage 1 Reflection Stages Stage 2 Recorded conversation Stage 3 Discussion Stage 4 Transcription Stage 5 Language analysis
- 4. Five psychological stages from childhood to adulthood : 1. Birth : the learners know nothing of the target language, and are completely dependent on the knower for everything they want to say. 2. Self : the learners start to get an idea of how the language works and to use it for themselves, but still seek the knower’s help. They may, for instance tell the knower what they want to say directly in the target language, looking to the knower only for confirmation or correction.
- 5. Five psychological stages from childhood to adulthood : 3. Separate Existence : they start to use the language without referring to the knower, and may even be resentful of his/her attempts to help. 4. Adolescence : learners continue to express themselves independently, but may be aware of gaps in their knowledge, and start to turn back to the knower. 5. Independence : learners can continue their learning independently. They no longer need the knower, and may start to act as counselors for less advanced students.
- 6. Six elements of nondefensive learning 1.Security 2.Aggression 3.Attention 4.Reflection 5.Retention 6.Discrimination
- 7. Working with large classes Some obstacles •Working with monolingual or multilingual classes •Working with large classes
- 8. Techniques Techniques Principles Situation/ Effect Tape recording Motivation for Short Conversation students’ learners and able to conversation recall the meaning in first conversation Reflection on Students reflect on Students share their experience what they have difficulties and experienced experiences in the process of learning Transcription The opportunity to Dialogue- translate translate his or her native language to utterances English
- 9. Techniques Techniques Principles Situation/ Effect Reflective listening Students need quiet Concentration on reflection time in new language order to learn learning Human Computer Enable students Aroused learner’s develop an inner spontaneity in wisdom about where learning English they need to work Small group tasks Students can begin Encouraged to feel a sense of cooperation, not community and learn competition among from each other learners
- 10. Pros 1. Learners appreciate the autonomy CLL offers them and helps to improve analyzing their own conversations. 2. CLL works especially well with lower levels who are struggling to produce spoken English. 3. The students learn to communicate and use the cognitive knowledge from the very beginning in order to practice the rules of the target language before they formulate their individual sentences or utterances. 4. The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team. 5. To learn how to use the target language communicatively. 6. Helping students how to learn from one another. 7. Helping students about their own learning by taking increasing responsibility for it. 8. Lowers learners’ anxiety
- 11. Cons 1. Counselor/teacher can be non-directive 2. In the beginning some learners find it difficult to speak on tape. (phonophobia) 3. Learners might find that the conversation lacks spontaneity. 4. Teachers can find it strange to give their students so much freedom and tend to intervene too much. 5. The presentation of this method in the classroom is process-based and not content-based which makes it difficult to build the outline of this method. 6. Time control 7. Student number control