Teaching Methodology

Chapter 17: Community Language Learning

Lecturer: Ali A. Ariamanesh

Community Language Learning (CLL) is the name of a method developed by Charles Curran
(1972, 1976) who was a specialist in counseling, from Chicago. He got famous for his application
of psychological techniques to learning known as Counseling Learning. CLL gained in fame for
the use of the counseling learning theory to language teaching. This is when the teacher takes
some new role as an advisor (counselor) who gives advice, assistance, support to the learner
(client) who has some problems and needs help.
CLL is an example of ‘humanistic approach’ in which both the emotional and cognitive
aspects of learners are carefully considered in the course of teaching and materials/tasks
development. The humanistic techniques engage the ‘whole person’ in which learners’ affective
realm as well as linguistic knowledge and behavioral skills are considered. In order to deal with
the emotional aspects of learners, CLL classes concentrate on those topics and activities learners
tend to talk about and participate in. Moreover, the teacher is viewed as a ‘knower’ on whom
learners can rely whenever they need help.
In the humanistic approach followed in CLL, learners are raised to develop ‘self-actualization’
and ‘self-esteem’. The techniques used by the teacher, therefore, need to reflect support,
friendship, security, rapport, etc.
A rather creative technique applied in the counseling-learning approach is known as ‘code-
switching’ or ‘language alternation’. Using this technique, a message/topic/lesson is first
presented in learners’ native language and then in the target language. By so doing, the
learners first get the meanings from the lesson presented in their L1 and then try to reconstruct
those meanings this time presented in L2.

Approach in CLL
Theory of language: In CLL classes, learning tasks are for the learners to comprehend L2 sound
system, fundamental meanings, and basic grammatical structures. So, in reality, the theory of
language in CLL builds around basic sound and grammatical patterns of language. Still, the way
language is looked upon is through a social perspective.
Curran and other associates believe that ‘communication’ may have two meanings:

➢ Communication as information-transmission: Sender-Message-Receiver

➢ Communication as a social process: Sender-Massage-Receiver-Feedback (the

communication here is a true social process where both verbal and non-verbal
interactions happen in a circular shape which means the feedback provided by the
listener brings about more interaction.)

As claimed, the theory of language in CLL belongs to the second process described above where
an ‘interactional model of language’ is applied. Accordingly, in CLL classes there are
interactional rounds between the knower and the learners [asymmetrical], and also among the
learners themselves [symmetrical]. By this, one can infer the meaning of ‘community’ in CLL:
Classroom is a community of learners.

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The interactions between the teacher (knower) and the learners involve five stages:

Stage 1: Dependent: the learner tells the teacher what s/he wants to say in L2, and the
teacher translates the message from L1 into L2 for the learner to use.
Stage 2: Self-assertive: the learner is now less dependent on the teacher, and can assert
some ideas him/herself; but still needs a lot of help.
Stage 3: Resentful (Indignant): the learner tries to get more independent of the teacher
but since finds it difficult, s/he becomes upset and rather demotivated.
Stage 4: Tolerant: now, the learner has passed the disappointing stage of sadness due to
his disability, and can cope with his productions in L2 rather independently.
Stage 5: Independent: the learner at this stage has made enough progress to freely assert
his/her ideas in L2 without needing the teacher to help/correct them.

Theory of language learning in CLL

The major language learning theory pursued in CLL is what was earlier mentioned as ‘counseling-
learning theory’. The CLL learning theory is in contrast with the following leading theories:

Putative learning: in this model, cognitive and intellectual processes alone are regarded
as the main source of learning (cognitive-code learning)
Behavioral learning: this is a psychological, mechanical learning mainly based on the
stimulus-response-reinforcement sequence. Curran refers to this model of learning as
‘animal learning’ since learners are supposed to be passive.

CLL holds the view that language learning is a holistic process which needs to tackle both the
cognitive and affective aspects of learners where a more active participation of individuals is
required. To sum up, language learning in CLL happens through successful social relationships
within an intimate, supportive, cooperative classroom context. Learner is NO longer viewed in
isolation, responding to commands or stimuli created by the teacher, in a competitive atmosphere.
Curran believes that through mutual warmth, understanding and positive evaluation there may
develop a ‘convalidation’ (consensual validation) between the teacher and the learners.

In summary, a group of psychological requirements for successful learning in CLL classes

contains the following, abbreviated as SARD:

Security: learners need to feel secure, otherwise won’t learn successfully

Attention and Aggression: to learn, attention (noticing) is required on the part of
learners. Aggression is when learners try to assert what they have learnt in L2.
Retention and Reflection: what is under learning needs to be internalized and
connected to the old knowledge stored in the mind. Reflection is a period of time
when learner focuses on the learning process and thinks about his/her progress,
and evaluates the future goals.
Discrimination: it relates to sorting out (grouping similar patterns) the newly
learnt ideas, and assessing how they can be organized in relation to the existing
knowledge.

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Design in CLL
Objectives: Because of the importance of learning through interaction and conversation in the
‘community’ of classroom, CLL aims to make L2 learners gain near-native mastery of the
target language; especially of its oral proficiency.

Syllabus: it can be said that CLL applies a ‘topic-based syllabus’ where mainly learners nominate
what they want to talk about and then the teacher helps them with how to say those messages in
the target language. In other words, CLL syllabus emerges from the interactions between learners’
communicative intentions and teacher’s reformulations of those messages in appropriate target
utterances.

Types of Teaching-Learning Activities in CLL

The following are the typical activities in such programs:
➢ Translation: teacher translates what learners want to say in L2
➢ Group Work: discussions, conversations, summary writing, etc.
➢ Recording: students’ interactions are recorded for later analysis
➢ Transcription: students with the help of teacher transcribe their recorded conversations
➢ Analysis: the transcriptions are analyzed in terms of lexical and grammatical patterns
➢ Reflection and Observation: learners report on their experience of the class-work
➢ Listening: students listen to teacher’s monologues mainly about the class experience
➢ Free Conversation: learners may have free discussions among themselves or with their
teacher during which they talk about what they have learned, or their feelings.

Learner Roles in CLL Classes: As members of a community, CLL learners are supposed to learn
via interaction and collaboration with each other. They are also required to listen carefully to their
teacher and repeat his utterances in L2. Further, learners are expected to develop mastering over
L2 through a whole person process in which their cognitive and affective dimensions are raised.

Teacher Roles in CLL: In such a program, teacher’s overall role is counseling. He is in charge
of reducing anxiety and the other psychological conflicts in his learners, and giving them the
required advice and support. A major training task of teacher is to translate learners’ wanted
messages in L2. Teacher also provides L2 models for his learners to imitate. At higher levels,
teacher plays the role of a monitor while learners are interacting and going for free discussions.
Last but not the least, teacher is responsible for maintaining a secure atmosphere in classroom.

Final Remarks
A noticeable feature of CLL classes is the absence of textbooks and the other conventional
materials used in L2 learning classes; the reason is related to the fact that CLL sessions go around
learners’ favorite topics to motivate them. Other concerns have been brought up about the lack of
an organized syllabus to specify the objectives and evaluative criteria. In addition to this,
overemphasis on fluency at the expense of accuracy ends in a lack of grammatical mastery in
L2.