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Community Language Learning

Community Language Learning (CLL) is an approach that applies counseling techniques to language teaching. It focuses on developing a supportive community where learners feel secure to take risks in the target language. CLL emphasizes using the first language, whole-person learning, and interactions between learners and teachers to build learner independence. Learning is viewed as a social and developmental process, not just memorization of facts.

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faranak Abbaszad
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49 views26 pages

Community Language Learning

Community Language Learning (CLL) is an approach that applies counseling techniques to language teaching. It focuses on developing a supportive community where learners feel secure to take risks in the target language. CLL emphasizes using the first language, whole-person learning, and interactions between learners and teachers to build learner independence. Learning is viewed as a social and developmental process, not just memorization of facts.

Uploaded by

faranak Abbaszad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Community Language Learning

(CLL)
o Background
o Characteristics of CLL
o Theory of language
o Theory of learning

Elif Nisa TURKOGLU


ELT 503
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Dr. J
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ure. n they
Charles Arthur Curran

• Specialist in counseling
and a professor of
psychology

• Counseling-Learning
theory
• Influenced by Carl Rogers- Humanistic psychology in
1950s
• Dealing with the fears of students

• The counselor - client relationship

• The Counselor and The Client


(The teacher/ knower) (The student/learner)

• Secure relationship
 The Counselor’s Role

• Calm, nonjudgmental, supportive, understanding

• Affection + cognition

• Eliminating the anxiety

• Harmony – promoting group dynamics – building trust- supportive


community

• Cooperation, NOT competition, is encouraged.


Comparison of client-counselor relationships in
psychological counseling and CLL
Psychological counseling (client- Community Language Learning (learner-
counselor) knower)
1. Client and counselor agree [con­tract] to 1. Learner and knower agree to language
counseling. learning.
2. Learner presents to the knower (in LI) a
2. Client articulates his or her prob­lem in
message he or she wishes to deliver to
language of affect.
another.
3. Knower listens and other learners
3. Counselor listens carefully.
overhear.
4. Counselor restates client message in
4. Knower restates learner's message in L2.
language of cognition.
5. Client evaluates the accuracy of 5. Learner repeats the L2 message form to
counselor's message restatement. its addressee.
6. Learner raptors (from tape or memory)
6. Client reflects on the interaction of the
and reflects upon the messages exchanged
counseling session.
during the language class.
• Humanistic language teaching practices in CLL
• Humanistic approach – Moskowitz (1978)
• Techniques activates self-actualization, self-esteem,
student autonomy
• Caring and sharing = supportive community
• Humanistic techniques within engage the whole
person.
• Affective realm + linguistic knowledge and behavioral
skills
• Student-centered oriented
• Using L1
Language alternation / code switching
(another language teaching tradition which CLL
is linked) (Mackey 1972)
• Translation
• A bridge from the familiar to the unfamiliar
• Parallel meanings
• Feeling more secure
• Overhearing (La Forge 1983:45)

• - Mackey: A message, lesson or class is presented first in the native


language and then, in the target language.
Theory of Language

• Curran and La Forge (1983) rejected the earlier


classical communication pattern.

• Language is for communication and is a nonstop


cycle.

• To realize the sound system, fundamental meanings


and to construct a basic grammar of the foreign
language. (La Forge)
La Forge’s Alternative Theory

• beyond the structuralist view of language which


means Language as a Social Process.

Communication;
• Not just a message, but an exchange
• Not just the unidirectional transfer
• Speaker = listener = subject and object of the
message.
Communication is incomplete
without a feedback reaction
from the destinee of the
message. (La Forge 1983)

 Theory of Language;
The Social-Process View of
Language

+
The Interactional View of
Language
Qualities/sub-processes of the social-
process view of language

1. The whole-person process


2. The educational process
3. The interpersonal process
4. The developmental process
5. The communicative process
6. The cultural process
The Interactional View of Language
La Forge (1983 : 9) ;

• Language = people
• Language = persons in contact
• Language = persons in response

There are two fundamental kinds of CLL


interactions ;
1. Interactions between learners
2. Interactions between learners and knowers
Interactions between learners/equals

• Unpredictable
• Exchange of emotions
• Willing to be the part of the community
• Intimacy : the desire to avoid isolation
Interaction between learners and
knowers/unequals
Stages;

 in stage 1; Interaction is dependent.

in stage 2; self-assertive

in stage 3; resentful & indignant

in stage 4; tolerant

in stage 5; independent


• What is the difference between;
interaction between learners - interaction between
learners and knowers?
Theory of Learning

• According to Curran;

Applying counseling techniques to learning in general =


Counseling-Learning,
to language teaching in particular = Community
Language Learning
Curran is contrasted with two other types
of learning;

• ‘putative learning view’ - intellectual, factual or


cognitive processes

• ‘the behavioral view’ or ‘ animal learning’- Students’


involvement is limited.
Whole-person learning

CLL view of learning is a holistic one = True human


learning= both cognitive and affective = whole person
learning.
Five stages of the whole person learning

1. ‘Birth’ stage:
Learners are dependent
Feelings of security and belonging

2. ‘Self’ stage:
Learners start to use the language for themselves
Still seek the teacher’s help

3. ‘Separate Existence’ stage:


Speaking independently
4. ‘Adolescence’ stage:
Awareness of the gaps in their knowledge
Ability to handle taking criticism and being corrected

5. ‘Independence’ stage:
No longer need the teacher/knower
Becoming knowers/counselors for less advanced students
Maturity
Knowledge of linguistic appropriateness
Consensual Validation / Convalidation
• Mutual warmth, understanding and positive evaluation of
other person’s worth
• Non-defensive learning is the key element

Six psychological requirements for non-defensive and successful


learning:
S A R D

Security
Attention Retention Discrimination
& &
Aggression Reflection
• Security:
Students should feel secure
Use of L1
Clear instructions
To foster the students’ self-confidence

• Attention:
Learners’ total involvement
One task at a time

• Aggression:
Students are actively involved.
Using the new language as a tool for self-assertion
Want to prove themselves
• Retention:
Internalisation of the learning process
Ability to recall what is learned or experienced
Novelty and familiarity

• Reflection:
Reflection on language
Reflection on lesson

• Discrimination:
• Awareness of the similarities and differences among target language
forms.
E.g. Similarity:
Present Continuous: She is studying French
Past Continuous: Tom was cooking. (In Both tenses "-ing" is used)
Difference:
John visited his uncle (regular verb)
John bought a new car (irregular verb)

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