TESOL_Unit 7 Community Language Learning.ppt
- 1. Unit 7 Community Unit 7 Community Language Language Learning Learning (Counseling- Learning): (1970s) one (Counseling- Learning): (1970s) one of the Designer Methods stressing th of the Designer Methods stressing th e role of the affective domain in pro e role of the affective domain in pro moting cognitive learning moting cognitive learning
- 2. Origin Origin • CLL was developed by Charles A. Cur ran and his associates in Chicago, 19 55. It is sometimes cited as an exa mple of a humanistic approach and d erives its primary insights from coun seling.
- 3. • With that, the roles of the teacher ar e the counselor and learners, the clie nts. The counselor does not automat ically assist the clients but passively offer his help to them. CLL involves humanistic techniques which engage the whole person, including the emot ions and feelings as well as linguistic knowledge and behavioral skills.
- 4. • Influenced by Carl Roger’s humanistic psyc hology, Curran found that adults often feel threatened by a new learning situation or f ear that they will appear foolish. • A way to deal with the fears of students is for teachers to become language counselo rs, skillful understanders of the struggle st udents face as they attempt to internalize another language. In this way, teachers ca n help students overcome their negative fe elings and further turn them into positive energy in learning.
- 5. Principles Principles • Learning is persons: human individuals ne ed to be understood and aided in the proc ess of fulfilling personal values and goals; this is best done in community with others striving to attain the same goals; whole-p ersons learning in a relationship of trust, s upport, and cooperation between teacher and students and among students
- 6. Principles Principles • Learning is dynamic and creative: learning is a living and developmental process Building a relationship with and among stu dents is important as well as lessening the ir fears to a new learning situation. Teachers do not remain in the front of the classroom to reduce threat to them. To let students feel secure facilitates their learning such as use of L1, more cooperati on in the community, understanding what will happen in each activity and so on.
- 7. Characteristics Characteristics • a conversation in a beginning class in L1 w ith translation of the teacher and later on t ranscription • students sitting in a circle with a tape reco rder: a dependent community to cooperat e with each other rather than compete wit h each other. • teachers as counselors and students as cli ents: sensitive to students’ feelings and fe ars • six elements necessary for nondefensive le arning: security, aggression, attention, refl ection, retention and discrimination
- 8. Influences Influences • the role of teachers as counselors who und erstand and assist students to help them o vercome the threatening affective factors • emphasis of classroom interaction in coope ration, not competition • respect for students’ choice of learning con tent with a learner-generated conversation • no translation but for Ss to induce rules
- 9. Drawbacks Drawbacks • The procedure doesn’t ensure that a variety of contexts necessary for coping in the targ et culture is included since the content is de termined by the participants. • Students may feel uncomfortable with the a pparent lack of structure or sequence in the introduction of grammatical and lexical item s; that is too much reliance on an inductive strategy of learning. Besides, there is no syl labus for CLL, a posteriori approach to sylla bus specification. The teacher is too nondire ctive. Finally, the success of CLL depended l argely on the translation expertise of the co unselor.
- 10. 10 Questions to be 10 Questions to be answered answered • What are the goals of teachers who use th e CLL method? -- To learn how to use the target language communicatively in a nondefensive manne r • What is the role of the teacher? What is th e role of the students? T—a counselor; S—a client The relationship between T and S from de pendency to independency through five st ages (focus of fluency or accuracy)
- 11. • What are some characteristics of the teaching/learning process? a conversation in L1-> translation in chunks recording of the conversation a transcript with L1 equivalents activities based on the conversation
- 12. • six elements necessary for nondefensive learni ng security—non-threatening learning environment aggression—actively involved in the learning ex perience attention—ability to attend to many factors simu ltaneously by narrowing the scope of attention initially reflection—when Ss reflect on the language as t he teacher reads the transcript three times; w hen Ss are invited to stop and consider the act ive experience they have retention—the integration of the new material th at takes place within the whole self discrimination—sorting out differences among ta rget language forms such as Human Computer
- 13. • What is the nature of student-teache r interaction? What is the nature of s tudent-student interaction? S-T first and S-S interaction afterwar ds; teacher-student-centered with bo th being decision-makers in the class • How are the feelings of the students dealt with? Inviting Ss to comment on how they feel to keep their security
- 14. • How is language viewed? How is culture vi ewed? Language for communication in a supporti ve learning process; culture as an integral part of language learning • What areas of language are emphasized? What language skills are emphasized? Grammar points, pronunciation patterns a nd vocabulary based on the language Ss g enerate; the importance of understanding and speaking the language at first, then re ading and writing
- 15. • What is the role of the students’ native langu age? L1 to enhance students’ security as a bridge from the familiar to the unfamiliar; literal L1 equivalents but less L1 in later stages • How is evaluation accomplished? An integrative test rather than a discrete-poi nt one such as writing a paragraph or an oral interview or self-evaluation too • How does the teacher respond to student err ors? T repeats correctly what Ss say incorrectly w ithout calling further attention to the error
- 16. Summary(Charles Curran, 1972) Summary(Charles Curran, 1972) • A counseling-learning model in which non-defensive le arning is achieved with six elements (security, aggress ion, attention, reflection, retention, and discriminatio n) and learners are considered “whole persons.” It aim s at building a supportive community of Ss to interact in an interpersonal relationship, to lower defenses, an d to meet learner needs. • The principles of discovery learning, student-centered participation and development of student autonomy (i ndependence) remain viable in the application to lg cla ssrooms. But it was too restrictive for institutional lg p rograms. Teachers are too non-directive, and their tra nslation expertise determines success. Finally, there is too much reliance on an inductive strategy of learning. • http://www.cet-taiwan.com/Epaper/200506_40_3.ht m