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Community Language Learning

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Community Language Learning

Uploaded by

zbjbzh8g7j
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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King Khalid University

College of Science & Arts / Muhayil


Applied Linguistic (2)
ENG 423
Community Language Learning
Community
Language Learning
Origin
CLL was developed by Charles A.
Curran and his associates in Chicago,
1955. It is sometimes cited as an
example of a humanistic approach and
derives its primary insights from
Counseling-Learning approach.
▪ The role of the teacher is the counselor
and learners are the clients.

▪ CLL involves humanistic techniques


which engage the whole person,
including the emotions and feelings as
well as linguistic knowledge and
behavioral skills.
• Influenced by Carl Roger’s humanistic
psychology, Curran found that adults often
feel threatened by a new learning situation
or fear that they will appear foolish.
• A way to deal with the fears of students is
for teachers to become language counselors,
skillful understanders of the struggle students
face as they attempt to internalize another
language. In this way, teachers can help
students overcome their negative feelings
and further turn them into positive energy
in learning.
Principles
• Learning is persons:
It means whole-person
learning of another
language takes place
best in a relationship of
trust, support, and
cooperation between
teacher and students and
among students.
Principles
▪ Learning is dynamic and creative: learning is a living
and developmental process.
▪ Security is the basic element of the learning process.
It can be provided in a number of ways, the teacher’s
use of the students' native language, telling students
precisely what they would be doing during the lesson,
representing established time limits, giving students
only as much language at a time as they could handle
and taking responsibility for clearly structuring
activities in the most appropriate way.
▪ The threat of the superior knowledge and power of
the teacher is reduced if the teacher does not remain
in the front of the classroom. Standing behind the
students fosters interaction among students.
Principles
• Language is for communication.
• The students’ native language is used to make the meaning
clear and to build a bridge from the known to the unknown.
Students feel more secure when they understand everything.
• Learning is facilitated at the beginning stages if students attend
to one task at a time.
• Students need quiet reflection time in order to learn.
• Students need to learn to discriminate for example in
perceiving the similarities and differences among the target
language forms.
• In the beginning stages, the syllabus is generated primarily by
the students. Students are more willing to learn when they
have created the material themselves.
10 Questions to be answered to
review the principles
1-What are the goals of teachers who use the CLL
method?
Teachers want their students to learn how to use the
target language communicatively in a non-defensive
manner
2-What is the role of the teacher? What is the role of
the students?
T—a counselor; S—a client
Initially, the learners are very dependent upon the
teacher; however, as the learners continue to study,
they become increasingly independent.
3-What are some characteristics of
the teaching/learning process?

a conversation in L1 → translation in
chunks→ recording of the
conversation→ a transcript with L1
equivalents→ activities based on the
conversation
Six elements necessary for non-defensive learning

1. security—non-threatening learning environment


2. aggression—actively involved in the learning experience
3. attention—ability to attend to many factors
simultaneously by narrowing the scope of attention
initially
4. reflection—when students reflect on the language as the
teacher reads the transcript three times; when students
are invited to stop and consider the active experience
they have.
5. retention—the integration of the new material that takes
place within the whole self.
6. discrimination—sorting out differences among target
language forms such as Human Computer
4-What is the nature of student-teacher
interaction? What is the nature of student-
student interaction?
S-T first and S-S interaction afterwards;
teacher-student-centered with both being
decision-makers in the class.
5-How are the feelings of the students dealt
with?
Inviting students to comment on how they feel
to keep their security to overcome negative
feeling that block learning .
6-How is language viewed? How is culture
viewed?
Language for communication in a supportive
learning process; culture as an integral part of
language learning
7- What areas of language are emphasized?
What language skills are emphasized?
Grammar points, pronunciation patterns and
vocabulary based on the language students
generate; the importance of understanding and
speaking the language at first, then reading and
writing
8- What is the role of the students’ native language?
L1 to enhance students’ security as a bridge from the
familiar to the unfamiliar; literal L1 equivalents but less
L1 in later stages
9-How is evaluation accomplished?
An integrative test rather than a discrete-point one such
as writing a paragraph or an oral interview or self-
evaluation too
10-How does the teacher respond to student errors?
The teacher repeats correctly what students say
incorrectly without calling further attention to the error.
Techniques
• Tape recording student conversation
• Transcription
• Reflection on experience
• Reflecting listening
• Human computer
• Small group tasks
YouTubes
Please check the attached links
• https://www.youtube.com/watch?v=
tx_we_P3Pic#action=share

• https://www.youtube.com/watch?v=
4e9nBLgp-Mw#action=share
Thank You

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