Community language learning_cll1_son
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Community Language Learning (CLL) was developed by Charles Curran in the 1970s, drawing from Rogerian counseling theory. It views language learning as a collaborative social process. Learners become members of a language learning community where they interact with each other and a teacher/counselor. In early stages, the teacher provides translations and models, but later focuses on monitoring and correcting when needed. The approach emphasizes oral proficiency, with topics and materials emerging from learner interactions. Learners progress from dependent to independent roles over five stages of whole-person language development.
Community language learning_cll1_son
- 5. BACKGROUND developed by Charles Curran in the 1970s primary insights from Rogerian counseling theory counselor client (knower) teacher (learner) student
- 6. Maskowitz’s Humanistic Techniques which engages the whole person: • blend what students feel, think, and know with what they are learning in target language • self actualization and self-esteem • help to foster a caring climate • emotions and feelings as well as linguistic knowledge and behavioral skills
- 7. Language Alternation; (another language teaching tradition which CLL is linked ) - Mackey: A message, lesson or class is presented first in the native language and then, in the target language before overhears.
- 8. Approach; Theory of Language; the social-process view of language + the Interactional view of language
- 9. La Forge’s Alternative Theory; beyond the structuralist view of language which means Language as a Social Process. Communication; Not just a message, Not just the uniderectional transfer, Speaker = listener = subject and object of the message.
- 10. Verbal Sender Message Receiver <the information-transmission model> Verbal Sender Message Receiver < the social-process model>
- 11. “Language is persons in contact”. “Language is persons in response”. La Forge
- 12. The interactional view; - interactions between learners unpredictable - interactions between learner and knower dependent and independent
- 13. Stages; in stage 1; dependent in stage 2; self-assertive in stage 3; resentful & indignant in stage 4; tolerant in stage 5; independent
- 14. Theory of Language Learning Whole-person Learning ( cognitive and affective ) -a holistic one -analyzed into five stages
- 15. Whole person learning stages; 1- feelings of security and belonging 2- independence 3- speaking independently 4- mature enough to take criticism 5- improving the knowledge of linguistics
- 16. Convalidation or Consensual Validation S stands for security A stands for attention and aggression R stands for retention and reflection D stands for discrimination “SARD” By Curran
- 17. Design - Objectives encouraging the students to take more responsibility learning how to learn from one another using the target language communicatively
- 18. The Syllabus the teaching of oral proficiency a topic based course progression emerging from the interaction between learners and teachers detailed and specific grammar and lexical points isolated by the teacher
- 19. Learning Activities Translation Group work Tape-recording Transcription Analysis Reflection and observation Listening Free conversation
- 20. Roles of Learners Being a member of the community, Listening carefully Telling messages independently Repeating messages without any hesitation Expreesing feelings, frustration Being counselor of other learners
- 21. Learners become members of a community and learn through interacting with the community. Learning is viewed as something that is achieved collaboratively not as an individual accomplishment Learners are expected to listen carefully to the knower CLL learners are typically grouped in a circle of six to twelve learners.
- 23. Roles of Teachers Encourager Supporter Monitoring relationship Politely criticiser advicer
- 24. Is to respond calmly and nonjudgmentally, in a supportive manner, and help the client try to understand his/her problems Keyed to the 5 development stages: In early stages of learning the teacher operates in supportive role, providing target language translations and a model for imitation on request of the clients. Later, the teacher monitors learner utterances, providing assistance when requested. As learning processes, students become increasingly capable of accepting criticism and the teacher may intervene directly to correct deviant utterances, supply idioms and advise on usage and fine points of grammar.
- 25. Instructional Materials a textbook isn’t necessary developed by the teachers as the course develops projector, tape recorder scripts for conversations developed by the students.
- 26. Procedure informal greeting statement of the goals and guidelines sitting in a circle conversations and messages given by the student in the L1 Translation of it into the target language by the teacher repetition for the tape recorder
- 27. Replaying the tape recorder for refreshing what have learned by repeating Reflection Elements of Spelling, Grammar, Capitalization Asking questions about the lesson Copying sentences from the board with notes on meaning/usage.
- 28. What is the role of the native language in CLL? Enhancing the security Providing a bridge from the familiar to the unfamiliar Making the meaning clear
- 29. Weaknesses a lack of grammatical syllabus unclear objectives focus on fluency rather than accuracy difficulty in evaluation
- 30. What areas of language skills are emphasized? - Culture is the integral part of language learning, and language is for creative and critical thinking. - The most important skills are understanding and speaking the language and then, reading and writing with reinforcement.
- 31. Cons In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity. We as teachers can find it strange to give our students so much freedom and tend to intervene too much. In your efforts to let your students become independent learners you can neglect their need for guidance.
- 32. Pros Learners appreciate the autonomy CLL offers them and thrive on analyzing their own conversations. CLL works especially well with lower levels who are struggling to produce spoken English. 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.