Misurata University

Faculty of Arts
Department of English
MA program

Teaching Methodology
Prof. Bashir M Shawish

Community Language Learning / Suggestopedia / Whole Language

Prepared by : Muhammad Altayeb Ezzgouzi
Community Language Learning method
 COMMUNITY LANGUAGE LEARNING

 This method considers as ‘Whole person ’whole-person learning means

that teatchers consider not only their students ‘intellect , but they also
have some understanding of the relationship among students ‘feelings,
physical reactions, instinctive protective reactions, and desire to learn.
 The community language learning method takes its principles from the
learning approach developed by Charles Curran.
 Curran Studied adult learning for many years .
 He found that adults often feel threatened by a new learning situation .
 They are threatened by the fear that they will appear foolish .
COMMUNITY LANGUAGE LEARNING

 Curran believed that a way to deal with the fears of students is for
teachers to become language counselors.
 A language counselor means a person who is a skillful ‘understander ’of
the struggle students face as they attempt to learn another language .
 By understanding students ‘fear , teachers can help students overcome
their negative feelings and turn them into positive energy to further
learning.
The Objectives Of The Community Language Learning
 Teachers who use CLL want their students to learn how to use the
target language communicatively.
 They also want their students to learn about their own learning ,to take
responsibility for it , and to learn how to learn from one another .
 These objectives can be accomplished when the teacher and learners
treat each other as whole person , valuing both thoughts and feelings.
THE ROLE OF THE TEACHER AND THE STUDENT IN CLL
 THE ROLE OF THE TEACHER AND THE STUDENT IN CLL

 The teacher recognizes how threatening a new learning situation can be for
adult learners , so they skillfully understand and support students in their
struggle to master the target language .
 The students are very dependent upon the teacher.
THE NATURE OF STUDENT-TEACHER AND OF STUDENT-STUDENT
INTERACTION

 The nature of student-teacher interactionin CLL changes within the lesson .

 Sometimes the students are having a conversation with each other , at this time, the
teacher encourages them and facilitates their ability to express themselves in the target
language. At other times in the lesson .the teacher is in charge and provides instructions
.
 The CLL Method is neither student-centered, nor teacher-centered , but rather teacher-
student centered , with both being decision-makers in the class . Building a relationship
with and among students is very important . In trusting relationship , any anxiety that
students feel can be reduced, thereby helping students to stay open to the learning
process .
 Students can learn from their interaction with each other as well as their interaction
with the teacher.
CONCLUSION

Community language learning places unusual demands on

language teachers . Because they must be more proficient and
sensitive to the students in both L1 and L a eb ot sa llew sA .2
sgnileef evitagen rieht emocrevo stneduts pleh ot srolesnuoc
. gninrael rehtruf ot ygrene evitisop otni meht nrut dna
Suggestopedia Method
SUGGESTOPEDIA

1. Goals
2. Roles
3. Teaching / learning process
4. Interaction: students –teacher & Student-Student
5. Dealing with Feelings
6. Aspects of language The approach emphasizes
7. Means for evaluation
8. Response to students’ Errors
 SUGGESTOPEDIA
 Goals
To learn , at accelerated place , a foreign language for everyday communication by tapping mental
powers, overcoming psychological barriers
 Roles
The teacher is the authority in the classroom , who must be trusted and respected by the students –once
the students trust the teacher, they feel secure ,they can be more spontaneous and less inhibited.
 Teacher/ learning process
Students learn in a relaxing environment. They choose a new identity (name .occupation ) in the target
language and culture .They use texts of dialogs accompanied by translations and notes in their native
language. Each dialog is presented during two musical concerts; once with the teacher matching his or her
voice to the rhythm and pitch of the music while students follow along . The second time , the teacher reads
normally and students relax and listen . At night and on waking , the students read it over .Then students
gain facility with the new material through activities such as dramatization , games, songs , and question
and answer sessions.
SUGGESTOPEDIA

Interaction : student-teacher & Student-student

At first, teacher initiates all Interaction and students respond only non-verbal or with a
few words in target language that they have practiced. Eventually, students initiate
Interaction. Students interact with each other throughout, as directed by teacher.
Dealing with feelings
Great importance is placed on students ‘feelings, in making them feel confident and
relaxed, in desuggesting" their psychological barriers .
SUGGESTOPEDIA

Aspects of language The approach emphasizes

Vocabulary emphasized , some explicit grammar. Students focus on communicative use

rather than fo ; reading, writing also have place.
SUGGESTOPEDIA

Means for evaluation Response to students ’errors

Students ’normal in class performance is Errors are not immediately corrected ;
evaluated. There are no tests, which teacher models correct forms later
would threaten relaxed environment . during class.
Whole Language Method
THE WHOLE LANGUAGE METHOD

 The whole language method of teaching children to read began to

emerge in the 1970s. It became a very popular method of teaching
reading in the 1980s and the 1990s.
 This methodology involves teaching reading skills in the context of
interesting and stimulating literature. Supporters of this method believe
children will learn to read naturally, just as they learn to talk and walk.
By immersing children in good books, you can produce fluent and
capable readers.
THE WHOLE LANGUAGE METHOD

Teaching Principles
 In the whole language approach reading should not be taught, but rather acquired
through trial and error. The teacher facilitates the learning process, but provides little
direct instruction.
 Literature is used to excite the child about learning to read so that the child begins to
memorise the many words he sees in books. Phonics is also taught, but within the
context of the book being read. The teacher aims to point out phonic connections as
they appear in the text.
 There is an emphasis on comprehension as the ultimate goal of reading. It is
considered more important that a child accurately understands the meaning of what he
is reading, even if he does not recognise every individual word accurately.
 Children are encouraged to guess unfamiliar words using picture or context clues.
 Children are also encouraged to use invented spelling to write their own stories.
THE WHOLE LANGUAGE METHOD

 Advantages
 Children are exposed to outstanding children’s literature from the very beginning of
their reading experiences. They are not asked to read artificially simplified or
contrived language. This makes reading more interesting for them.
 They have a better understanding of what they are reading, and a more interesting
and creative approach to reading.
 There are no lists of sounds or rules to be learnt.
 Children are able to observe real reading behaviours in non-threatening situations
and to imitate such behaviours without fear or shame.
THE WHOLE LANGUAGE METHOD

 Disadvantages
 Children do not get a full phonic foundation and so are unable to decipher
unfamiliar words.
 Accuracy and correctness can be overlooked. A child might be praised for
overall language use, even if he has misspelled many words.
 There is a lack of structure in this method of teaching which puts a heavy
burden on the teacher to develop their own curriculum and may be difficult for
children who prefer a more organised way of learning.
THE WHOLE LANGUAGE METHOD

 Examples of programmes
 Whole language is not a structured teaching method and therefore does not
lend itself to the development of programmes easy for parents to follow at
home. There are therefore few programmes available focused purely on this
method of teaching.
 Most good programmes which could be followed at home advocate teaching
both whole language and phonics in a combined, balanced approach. Here
you can find examples of programmes offering a combined approach to whole
language and phonics.
THE WHOLE LANGUAGE METHOD

 Reading Practice
 Books for beginner readers which support this approach of learning
to read are known as authentic text early reader books. They
contain short sentences written in simple language with some
repeated phrases but are not written in order to practice specific
phonics rules. Your child uses the pictures to help guess difficult
words and through repeated readings starts to recognise words by
sight.
For more information

American Council of Learned Societies. A :suproC dna setoN larutcurtS .1952

Basis for the Preparation of Materials to Teach English as a Foreign Language.Washington, D.C.: American Council of
Learned Societies.
Whole Language Lesson
YouTube · JessYant
Jan 2011 ,21
http://www.childrens-books-and-reading.com/whole-language.html