community language learning approch, desigh and procedure

1. Community
Language
Learning
( CLL )
Presented by:
SIWAR BDIOUI
ATHIL MAHMOUDI

2. 1 – Background
2 – Theory of language and learning
3 – Design ( Objectives , Syllabus ,
Activities , roles of learners and
teachers , material )
4 – Procedure
CONTENT

3. A specialist in
counseling
and a
professor of
psychology .
Charles A. Curran

4. 1-Background
• CLL was developed by Charles A. Curran ,
• His application of psychological counseling
techniques to learning is known as Counseling
– Learning .
• The term counseling means one person giving
advice , assistance , and support to another
who has a problem .

5. • CLL redefines the roles of teacher and learner.
• Teacher = Counselor Learner = Client
• CLL is also an example of Humanistic
Approach , since it deals with the emotions
and feelings as well as with linguistic
knowledge and behavioral skills .
• Humanistic techniques engage the Whole
Person , including the emotions and feelings
as well as linguistic knowledge and behavioral
skill .

6. 2-Theory of language and learning
-Theory of language :
• La Forge ( 1983 ) seems to accept that language
theory must start with criteria for sound features
, the sentence , and abstract models of language .
• The foreign language learners’ tasks are to
understand the sound system , derive meaning ,
and develop a basic grammar of the l2 .

7. • La Forge also elaborates on the interactional
view of language underlying CLL .
• Language = people .
• Language = persons in contact .
• Language = persons in response .
• CLL interactions are of two kinds :
• Interactions between learners and
• Interactions between learners and knowers .

8. • Interactions between learners :
• are unpredictable in content but typically involve
exchanges of emotion .
• Interactions between learners and knowers :
• Is initially dependent .
• The learner tells the knower what he or she wishes
to say in target language and the knower tells the
learner how to say it .

9. -Theory of learning :
• The techniques of counseling could be applied
to learning in general ( Counseling Learning ) ,
and to language teaching in particular ( CLL ) .
• The CLL view of learning is a holistic one ,
since true human learning is both cognitive
and affective ( This is termed whole-person ).
• Such learning takes place in a communicative
situation where teachers and learners are
involved in an interaction .

10. • The process is divided into five stages and
compared to the development of a child .
• Five stages are both psychological and
linguistic .
• The first three are entry stages and the last
two are of increasing maturity .

11. • In the first , birth stage , feeling of security
and belonging are established .
• In the second , the learner begins to achieve a
sense of independence from the teacher .
• By the third ,the learner speaks independently
• The fourth stage sees the learner as secure
enough to take criticism .
• By the last the learner merely works upon
improving style and knowledge of linguistic
appropriateness .

12. • According to Curran there are six factors which
are essential to non-defensive whole person
learning process .
• 1- A sense of security .
• 2- Paying attention to language in all its forms.
• 3- Experience a feeling of self-assertion and
aggression when ready .

13. 4- Reflection and participation in class
activities.
5- Internalization by retention at a deep level .
6- Discrimination among the various elements
of language and their functions .

14. 3-Design
-Objectives :
The goal of this method is attaining near-
native mastery of the target language .
Specific goals include developing a whole
person learning process and a trusting
relationship among the members of the class .

15. -The syllabus :
• CLL does not use a conventional language
syllabus , which determines in advance the
grammar , vocabulary , and other items to be
taught in specific orders .
• The course progression is topic based with
learners choosing the message they wish to
communicate to other learners in the class .
• It evolves its own syllabus .

16. -Type of learning and teaching activities :
• CLL combines innovative learning tasks and
activities with more traditional ones .
• They include :
• 1- Translation 2- Group work
• 3- Recording 4- Transcription
• 5- Analysis 6- Reflection and Observation
• 7- Listening 8- Free conversation

17. -Learner roles :
• Learners become members of a community .
• Learner = Client
• Learn through counseling with their teacher
and classmates .
• They listen carefully to the knower , repeat
the target utterances , support fellow
members of the community , report deep
inner feelings , and act as counselors to other
learners .

18. -Teacher roles :
• Plays the role of counselor .
• Respond calmly and nonjudgmentally .
• Having a supportive manner .
• Help the client to understand the problems
better .
• Provide a safe environment .

19. More specific teacher roles are :
• Provide target language translations .
• Monitoring learner utterances .
• Providing assistance when requested .
• May intervene directly to correct the problem.
• Advise on usage of grammar .

20. -The role of instructional materials :
• Since a CLL course develops out of the
interactions among the members of the
community , a textbook is not considered a
necessary component .
• Material may be developed by the teacher as
the course develops .
• Conversation may also be transcribed and
distributed for study and analysis .
• Learners may work in groups to produce their
own materials .

21. 4-Procedure :
• Consists of six to twelve students sitting in a
circle .
• Students have visual contact with each other .
• Teacher is out of the circle .
• Teacher walks behind the students to provide
assistance .

22. -Activities of the class :
• 1- The students introduce themselves to each
other in L1 .
• 2- The teacher explains the goals and activities of
the course .
• 3- A conversation in L2 takes place :
• 4- Students think about the process and they are
asked to express their feelings about the
experience .

23. • 5- The instructor chooses some sentences
from the recorded material and writes them
on the board to discuss the elements of
grammar , spelling , and capitalization .
• 6- Students are encouraged to ask questions .
• 7- Students are encouraged to copy sentences
from the board with notes on meaning and
usage .