(CLL) Community Language Learning
Origin
Charles Curran
Stage 1 Reflection Stage 2 Recorded conversation
Stage 3 Discussion Stage 4 Transcription
Stage 5 Language analysis
Stages
THEORY :
. Also known as ‘ Counseling – learning ’ . . It’s a good method to practice speaking and listening .
. Teacher’s and students’ role : [ Teacher = Counselor / Students = Client ]
. Relationship between teacher and students : [ dependency independency ]
. Native language are permitted among students .
. Translation will be provided by the teacher .
. Specially created for adult learner who might fear to appear foolish . . Students apply the target language independently when they feel confident enough to do so .
. Students are encouraged to express how they feel about the learning process .
Activities :
Teacher translate it into the target language
A student speak out in his/her mother tongue
Students form a circle
1 ) Translation
Only target language production are recorded
Students repeat the chunks in target language
Teacher translate the language chunks into target language
Students speak out in their mother tongue
2 ) Tape recording
Teacher indicates understanding / empathy
Students are allow to express how they feel about the activities
Teacher takes time after carry out various activities
3 ) Reflection on experience
Present it to the rest of the class
Students work in a small groups to complete the task
Tasks like discussion of a topic , preparing a conversation are given
4 ) Group work
ADVANTAGES :. Works well with lower levels students who
are struggling in spoken English .
. Lower students’ anxiety and overcome threatening affective filter.
. It creates a warm , sympathetic and trusting relationship between teacher and learners .
. Counselor allow the learners to determine type of conversation .
. Train students to become independent .
DISADVANTAGES : . Some learners find it difficult to speak on tape .
. In order for students to become independent , teacher might neglect the need for guidance .
. Teacher has to be highly proficient in the target language and in the language of students .
. Translation is an intricate and difficult task . The success of this method relies largely on the counselor’s translation .
. It is time consuming to carry out .
Six elements of nondefensive learning
1.Security2.Aggression3.Attention4.Reflection5.Retention6.Discrimination
Working with large classes Working with large classes
• Working with monolingual or multilingual classes
Some obstacles
• Working with large classes
Techniques
Techniques Principles Situation/ Effect
Tape recording students’
conversation
Motivation for learners and able to recall the meaning in
first conversation
Short Conversation
Reflection on experience
Students reflect on what they have experienced
Students share their difficulties and
experiences in the process of learning
Transcription The opportunity to translate his or her
utterances
Dialogue- translate native language to
English
Techniques
Techniques Principales Situation / Effect
Reflective listening Students need quiet
reflection time in order to learn
Concentration on new language learning
Human Computer
Enable students develop an inner
wisdom about where they need to work
Aroused learner’s spontaneity in
learning English
Small group tasksStudents can begin to
feel a sense of community and learn
from each other
Encouraged cooperation, not
competition among learners
Pros1. Learners appreciate the autonomy CLL offers them and helps to
improve analyzing their own conversations.2. CLL works especially well with lower levels who are struggling to
produce spoken English. 3. The students learn to communicate and use the cognitive
knowledge from the very beginning in order to practice the rules of the target language before they formulate their individual sentences or utterances.
4. 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.
5. To learn how to use the target language communicatively.6. Helping students how to learn from one another.7. Helping students about their own learning by taking increasing
responsibility for it.8. Lowers learners’ anxiety
Cons
1. Counselor/teacher can be non-directive2. In the beginning some learners find it difficult to speak on
tape. (phonophobia) 3. Learners might find that the conversation lacks
spontaneity.4. Teachers can find it strange to give their students so much
freedom and tend to intervene too much.5. The presentation of this method in the classroom is
process-based and not content-based which makes it difficult to build the outline of this method.
6. Time control 7. Student number control