Community Language Learning (CLL)

-is a language-teaching approach developed by Charles A. Curran in the 1970s. It emphasizes a

learner-centered, holistic method that integrates emotional and social aspects into language education.
In CLL, the teacher assumes the role of a counselor or facilitator, while students are viewed as clients
or collaborators.

Key Features of Community Language Learning:

1. Learner-Centered Approach: Students determine the content of the lessons by expressing their
thoughts in their native language, which the teacher then translates into the target language. This
process fosters a supportive environment that reduces anxiety and encourages active
participation.
2. Teacher's Role as Counselor: The teacher helps and support, facilitating communication and
helping students articulate their ideas in the target language. This approach draws from
counseling techniques to create a non-threatening learning atmosphere.
3. Focus on Group Dynamics: CLL encourages interaction among students, promoting a sense of
community and collaborative learning. This collective approach aims to build trust and mutual
support within the group.
4. Stages of Learning: The method typically involves stages such as reflection, recorded
conversation, discussion, transcription, and language analysis. These stages help students
transition from dependence on the teacher to greater autonomy in language use.

Role of the Teacher (Counselor / Facilitator):

1. Counselor, not authority figure
o The teacher supports rather than directs.
o They listen actively and empathetically, guiding students through the language learning
process.
2. Translator and language model
o Translates students’ native language expressions into the target language.
o Provides accurate and appropriate models of the target language.
3. Facilitator of group dynamics
o Helps foster a safe, trusting, and collaborative learning atmosphere.
o Encourages interaction and cooperation among learners.
4. Observer and supporter
o Monitors progress without dominating.
o Steps in only when students need help or request it.
5. Resource person
o Answers questions when asked, provides language input, and helps with clarification.

Role of the Students (Clients / Collaborators):

1. Active participants in their own learning
o They decide what to say and when to say it.
o Express themselves in their native language and gradually in the target language.
2. Collaborators and community members
o Work together in pairs or groups to solve communication tasks.
o Build trust and a sense of belonging with peers.
3. Gradual language users
o Move from dependency (on teacher translation) to independence.
o Gain confidence as they internalize and produce the language.
4. Reflective learners
o Reflect on recordings and transcriptions of conversations.
o Discuss their experiences and evaluate their progress.

Steps in Community Language Learning

CLL usually follows these five stages, inspired by psychological stages of development and
language acquisition:
1. Stage 1: Translation (Dependence)
 Student speaks in L1 (native language) to express an idea.
 Teacher translates the utterance into the target language.
  The translation is recorded (usually with a tape recorder) for future listening.
2. Stage 2: Group Work and Repetition (Partial Dependence)
 Students listen to the recorded translation and repeat the target language phrase.
 Encouraged to take turns and build short conversations.
3. Stage 3: Discussion (Independence Begins)
 The class discusses the conversation, vocabulary, grammar, or pronunciation used.
 Teacher facilitates and clarifies as needed.
4. Stage 4: Analysis and Reflection (Greater Independence)
 Learners reflect on what they've learned.
 Teacher guides students to analyze the language (structure, patterns, function).
 Students begin to initiate conversation directly in the target language.
5. Stage 5: Independent Use of Language (Autonomy)
 Students use the target language with minimal teacher support.
 Engage in free conversations and apply language in real-life contexts.

Techniques in Community Language Learning

Here are some commonly used techniques in CLL classrooms:
Technique Description
Translation Students say what they want in L1; teacher translates into L2 for repetition.
Tape Recording Conversations are recorded to allow students to review and reflect.
Reflection Time After activities, students are given time to share feelings and reactions.
Transcription Teacher or students transcribe the recorded conversation for analysis.
Language Students examine vocabulary, grammar, pronunciation from the transcript.
Analysis
Recasting Teacher reformulates student errors gently without interrupting flow.
Role Plays Students act out real-life situations using the target language.
Silent Period Learners are not forced to speak until they feel ready (low-anxiety approach).
Circle Seating Students and teacher sit in a circle to emphasize equality and community.

Weaknesses of Community Language Learning (CLL)

1. Requires Skilled, Bilingual Teachers

 The teacher must be fluent in both the students’ first language and the target language to
effectively translate and support.
 Not always practical in multilingual or large classrooms.
2. Not Ideal for Large Classes
 CLL is designed for small, intimate groups.
 Difficult to manage in large classes where building trust and close interaction is harder.
3. Lacks Structured Syllabus
 No fixed curriculum or progression of grammar and vocabulary.
 May result in gaps in knowledge or unbalanced language development.
4. Unpredictable Content
 Lessons depend heavily on what students want to say.
 Teachers may struggle to meet language goals or institutional requirements.
5. Time-Consuming
 The method requires time for translation, recording, transcribing, reflecting, and analyzing.
 May feel slow or inefficient for learners who prefer fast-paced instruction.
6. May Cause Dependence
 Some learners remain overly dependent on the teacher for translation and support.
 Transitioning to independent language use can be difficult for less motivated students.
7. Not Suitable for All Learners
 Learners who prefer structured, traditional methods or who are less emotionally expressive
may feel uncomfortable.
 Shy or introverted students might struggle in a circle-sharing format.
8. Limited Emphasis on Reading and Writing
 Strong focus on oral skills and listening; reading and writing skills may not develop equally.