community language learning ( cll )
DESCRIPTION
Community Language Learning ( CLL )TRANSCRIPT
Community Language Learning
( CLL )
• 1 – Background
• 2 – Theory of language and learning
• 3 – Design ( Objectives , Syllabus ,Activities , roles of learners andteachers , material )
• 4 – Procedure
A specialist in counseling
and a professor of psychology .
Charles A. Curran
Background
• CLL was developed by Charles A. Curran ,
• His application of psychological counselingtechniques to learning is known as Counseling– Learning .
• The term counseling means one person givingadvice , assistance , and support to anotherwho has a problem .
• CLL redefines the roles of teacher and learner.
• Teacher = Counselor Learner = Client
• CLL is also an example of HumanisticApproach , since it deals with the emotionsand feelings as well as with linguisticknowledge and behavioral skills .
• Humanistic techniques are those that blendwhat the student feels , thinks and knows withwhat he is learning .
• Humanistic techniques engage the WholePerson , including the emotions and feelingsas well as linguistic knowledge and behavioralskill .
• Whole person learning means that teachersconsider not only their students’ intellect , butthey also have some understanding of therelationship among students’ feelings ,physical reactions , and desire to learn .
Theory of language and learning
• Theory of language : Curran himself wrote littleabout his theory of language .
• His student La Forge ( 1983 ) seems to accept thatlanguage theory must start with criteria for soundfeatures , the sentence , and abstract models oflanguage .
• The foreign language learners’ tasks are tounderstand the sound system , derive meaning ,and develop a basic grammar of the l2 .
• La Forge also elaborates on the interactionalview 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 .
• Interactions between learners :
• are unpredictable in content but typically involveexchanges of emotion .
• Learners are intimate as they become acommunity of learners and the desire to be a part ofthis growing intimacy pushes learners to keep pacewith 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 .
• Theory of learning : Curran’s counselingexperience led him to conclude that thetechniques of counseling could be applied tolearning 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 cognitiveand affective ( This is termed whole-person ).
• Such learning takes place in a communicativesituation where teachers and learners areinvolved in an interaction .
• 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 .
• In the first , birth stage , feeling of securityand belonging are established .
• In the second , the learner begins to achieve asense of independence from the teacher .
• By the third ,the learner speaks independently
• The fourth stage sees the learner as secureenough to take criticism .
• By the last the learner merely works uponimproving style and knowledge of linguisticappropriateness .
• According to Curran there are six factors whichare essential to non-defensive whole personlearning process .
• 1- A sense of security .
• 2- Paying attention to language in all its forms.
• 3- Experience a feeling of self-assertion andaggression when ready .
• 4- Reflection and participation in class activities .
• 5- Internalization by retention at a deep level .
• 6- Discrimination among the various elements oflanguage and their functions .
Design
• Objectives : The goal of this method isattaining near-native mastery of the targetlanguage . Specific goals include developing awhole person learning process and a trustingrelationship among the members of the class .
• The syllabus : CLL does not use a conventionallanguage syllabus , which determines inadvance the grammar , vocabulary , and otheritems to be taught in specific orders .
• The course progression is topic based withlearners choosing the message they wish tocommunicate to other learners in the class .
• It evolves its own syllabus .
• 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
• Learner roles :
• Learning is not viewed as an individualaccomplishment but as something that isachieved collaboratively .
• Learners become members of a community .
• Learner = Client
• Learn through counseling with their teacher andclassmates .
• They listen carefully to the knower , repeat thetarget utterances , support fellow members ofthe community , report deep inner feelings , andact as counselors to other learners .
• CLL compares language learning to stages ofhuman growth . Therefore , the learner playsmany different roles in the process ofmaturation .
• Stage 1 , like an infant , completely dependent, repeats utterances , overhear otherinteractions .
• Stage 2 , a measure of independence ,produce simple expressions .
• Stage 3 , the separate-existence stage , beginto understand directly in the target language .
• Stage 4 , a kind of adolescence , functionsindependently , ask for correction .
• Stage 5 , independent stage , improve theirunderstanding of register as well as grammar ,add native like constructions to theirlanguage.
• 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 .
• 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 .
• The role of instructional materials :
• Since a CLL course develops out of theinteractions among the members of thecommunity , a textbook is not considered anecessary component .
• Material may be developed by the teacher asthe course develops .
• Conversation may also be transcribed anddistributed for study and analysis .
• Learners may work in groups to produce theirown materials .
• 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 .
• Activities of the class :
• 1- The students introduce themselves to eachother in L1 .
• 2- The teacher explains the goals and activitiesof the course .
• 3- A conversation in L2 takes place :
• 4- Students think about the process and theyare asked to express their feelings about theexperience .
• 5- The instructor chooses some sentencesfrom the recorded material and writes themon the board to discuss the elements ofgrammar , spelling , and capitalization .
• 6- Students are encouraged to ask questions .
• 7- Students are encouraged to copy sentencesfrom the board with notes on meaning andusage .
• By Ehsan Zolfaghari