Community language learning 1

LANGUAGE SCHOOL

COMMUNITY LANGUAGE LEARNING

NAMES: Jojaira HernándezGisell Lema

Mayra Quiroz

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.

INTRODUCTIONCommunity 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.

UNIQUE FEATURESStudents decide topicsTeacher translatesTeachers are “counselors”Students are “clients”100% safeLearning is inductive

HOW IT WORKS IN THE CLASSROOM

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.

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.

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.

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.

S-T RELATIONSHIPI. Role

1. Teacher’s role: a counselor2. 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

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.

TEACHER’S ROLES

The teacher monitors learner utterances, providing assistance when requested.

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.

The teacher is responsible for providing a safe environment in which clients can learn and grow.

TYPES OF LEARNING AND TEACHING ACTIVITIES

It implies giving support to fellow learners and acting as a counsellor for other students.

•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

independence 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

ADVANTAGESStudent interestStudent independenceStudents learn inductive techniquesNonthreateningThe 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.

DISANVANTAGESTime wastedTeacher poor translator?Students have mix of languagesNot enough time in schoolRisks can be goodThe counselor/teacher can

become too non directive. Students often need directions .

The inductive learning method. Translation is a difficult task.

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.