The Community Language Learning method aims to help students learn a new language by having the teacher take on the role of a language counselor. The goals of this method are to help students learn to communicate in the target language, learn about their own learning process, and take increasing responsibility for their learning. Key aspects of this method include students deciding topics, translating their native language to the target language, and an emphasis on inductive and whole-person learning. The teacher acts as a counselor and guides students from being dependent to independent learners through a structured process involving stages like recording conversations and reflecting on experiences.
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The Community Language Learning
Method takes its principles from the
more general Counseling-Learning
approach.
It was developed by
Charles A. Curran.
Curran believed that a way to
deal with the fears of students is
for teachers to become
‘language counselors.’.
WHERE
WHY
WHO
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Goals
(1) Teachers want their students to learn how to
use the target language communicatively.
(2) They want their students to learn about their
own learning.
(3) They want their students to take increasing
responsibility for their own learning.
(4) They want their students to learn how to learn
from one another.
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Consider not only students’ intellect, but also
have some understanding of the relationship
among students’ feelings, physical reactions,
instinctive protective reactions, and desire to
learn.
‘whole-person’
learning
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Emphasis
1- In the early stages, typically the students
generate the material
2- Later on, after students feel more secure, the
teacher might prepare specific materials or work
with published textbooks.
3- Particular grammar points, pronunciation
patterns, and from language generated.
4- The most important skills are understanding and
speaking the language at the beginning, with
reinforcement through reading and writing.
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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
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Stages - Design
Techniques Principles Situation/ Effect
1-Tape recording
students’
conversation
Motivation for
learners and being
able to recall the
meaning in first
conversation
Short Conversation
2-Reflection on
experience
Students reflect on
what they have
experienced
Students share their
difficulties and
experiences in the
process of learning
3-Transcription The opportunity to
translate his or her
utterances
Dialogue- translate
native language to
English
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Techniques Principles Situation/ Effect
4-Reflective listening Students need quiet
reflection time in
order to learn
Concentration on
new language
learning
5-Human Computer Enable students
develop an inner
wisdom about where
they need to work
Increased learner’s
spontaneity in
learning English
6-Small group tasks Students can begin
to feel a sense of
community and learn
from each other
Encouraged
cooperation, not
competition among
learners
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Evaluation
It should be in keeping with
the principles of the method.
Oral interview
Write a
Paragraph
Integrated
TEST
Sts should be
ready for it.
It is likely that teachers would encourage their
students to self-evaluate—to look at their own learning
and to become aware of their own progress.
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Errors?
How does the teacher respond to student errors?
Teachers should work with what the learner has
produced in a non-threatening way. One way of doing
this is for the teacher to repeat correctly what the
student has said incorrectly, without calling further
attention to the error.
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Conclusions
•CLL seems to be particularly useful with both lower-level
to intermediate learners
•With higher-level learners it's useful to have a task which
will raise the level of challenge
•The language focus resulting is relevant and authentic,
tailored to the learners real linguistic needs.
•It can produce personalized and memorable speaking
•It helps keep classroom from familiar to unfamiliar in
English situations.
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•It's a good way to focus on pronunciation
•It can consolidate and extend textbook work
•Learners in general respond well to the procedure
•It's particularly motivating for students
•The class structure can balance the group dynamic in
the case of dominant learners
•Adults may have problems of self-consciousness with
the taping.