Community Language Learning 1

Community language learning 1

1. 1. LANGUAGE SCHOOL COMMUNITY LANGUAGE LEARNING NAMES:

Jojaira Hernández Gisell Lema Mayra Quiroz
2. 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. 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.
4. 4. UNIQUE FEATURES Students decide topics Teacher translates
Teachers are “counselors” Students are “clients” 100% safe Learning
is inductive
5. 5. HOW IT WORKS IN THE CLASSROOM
6. 6. 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.
7. 7. 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.
8. 8. 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.
9. 9. 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.
10.10. 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
11.11. 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.
12.12. TEACHER’S ROLES The teacher monitors learner utterances, providing
assistance when requested.
13.13. 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.
14.14. The teacher is responsible for providing a safe environment in which
clients can learn and grow.
15.15. TYPES OF LEARNING AND TEACHING ACTIVITIES
16.16. It implies giving support to fellow learners and acting as a counsellor
for other students.
17.17. •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
18.18. 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.
19.19. 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.
20.20. 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

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Community language learning 1

1. 1. LANGUAGE SCHOOL COMMUNITY LANGUAGE LEARNING NAMES:

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