(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

Represented by:

Mohammad Heidari

IRAN Mofid University***englishpts@mail.com