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Community Language Learning (CLL) Is The Name of A Method Developed

Community Language Learning (CLL) is a language learning method developed by Charles Curran that views learning as a unified, personal, and social experience. In CLL, the relationship between the learner and teacher is central, and learning takes place through communicative interactions between them. The goal is for learners to attain near-native mastery of the target language. CLL combines traditional learning tasks like translation with more innovative activities like group work, recording conversations, transcribing utterances, reflection, listening, and free conversation.

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101 views

Community Language Learning (CLL) Is The Name of A Method Developed

Community Language Learning (CLL) is a language learning method developed by Charles Curran that views learning as a unified, personal, and social experience. In CLL, the relationship between the learner and teacher is central, and learning takes place through communicative interactions between them. The goal is for learners to attain near-native mastery of the target language. CLL combines traditional learning tasks like translation with more innovative activities like group work, recording conversations, transcribing utterances, reflection, listening, and free conversation.

Uploaded by

Maryguerreror
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Community Language Learning (CLL) is the name of a method developed

by Charles A. Curran and his associates. Curran was a specialist in counseling


and a professor of psychology at Loyola University, Chicago. This is termed
whole-person learning. Such learning takes place in a communicative situation
where teachers and learners are involved in -"an interaction... in which both
experience a sense of their own wholeness" (Curran 1972: 90). Within this, the
development of the learner's relationship with the teacher is central. The
process is divided into five stages.
The process of learning a new language, then, is like being reborn and
developing a new persona, with all the trials and challenges that are associated
with birth and maturation. Insofar as language learning is thought to develop
through creating social relationships, success in language learning follows from
a successful relationship between learner and teacher, and learner and learner.
"Learning is viewed as a unified, personal and social experience." The learner
"is no longer seen as learning in isolation and in competition with others"
(Curran 1972: 11-12).
The objective of the teacher is transfer his or her knowledge and proficiency in
the target language to the learners, which implies that attaining near-native
like mastery of the target language is set as a goal.
Types of learning and teaching activities
As with most methods, CLL combines innovative learning tasks and activities
with conventional ones. They include:
1. Translation. Learners form a small circle. A learner whispers a message or
meaning he or she wants to express, the teacher translates it into (and may
interpret it in) the target language, and the learner repeats the teacher's
translation.
2. Group Work. Learners may engage in various group tasks, such as smallgroup discussion of a topic, preparing a conversation, preparing a summary of
a topic for presentation to another group, preparing a story that will be
presented to the teacher and the rest of the class.
3. Recording. Students record conversations in the target language.
4. Transcription. Students transcribe utterances and conversations they have
recorded for practice and analysis of linguistic forms.
5. Analysis. Students analyze and study transcriptions of target language sentences in order to focus on particular lexical usage or on the application of
particular grammar rules.
6. Reflection and observation. Learners reflect and report on their experience of
the class, as a class or in groups. This usually consists of expressions of
feelings - sense of one another, reactions to silence, concern for something to
say, etc.

7. Listening. Students listen to a monologue by the teacher involving elements


they might have elicited or overheard in class interactions.
8. Free conversation. Students engage in free conversation with' the teacher
or with other learners. This might include discussion of what they learned as
well as feelings they had about how they learned.

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